Reflection on teaching after music class in senior high school.

Reflection on after-school music teaching in senior high schools (6 selected articles)

As an excellent people's teacher, classroom teaching is one of our tasks. Through teaching reflection, we can quickly find our own teaching deficiencies. How to write teaching reflection? The following is my reflection on after-school music teaching in senior high school (6 selected articles), hoping to help you.

Reflection on after-class teaching of high school music 1 China opera itself is a vast and colorful field. It is not realistic to give students a comprehensive understanding of "Chinese opera" by introducing it in detail in one class. Therefore, we can only start with the relationship between music and drama, pick out the main points, let students have a general understanding of China opera, and try our best to cultivate students' interest in this art form, take them to the introduction, and let them actively explore the charm of "opera art" in the future.

At the beginning of the course, it is helpful for students to recall the content of the last class by asking questions, let them recall the relevant knowledge of the last class "Beijing Opera" and associate the characteristics of Beijing Opera, which will help them learn this class.

Let's get down to business. First of all, through some answers and teacher-student interaction, the local operas in China, the new operas in China and European operas are linked, and while seeing their similarities, students are guided to explore their differences. In order to get into the theme of "China New Opera", I put the starting point of this class on the white-haired girl, a milestone of China New Opera. Because this work has been appreciated and analyzed in previous classes, students have a deeper understanding of it. In order to grasp every link well and stimulate students' enthusiasm for learning, I designed a table similar to the intelligence answer, in which I gave the relevant tips about the white-haired girl and asked students to answer the name of the opera. Through this link, the learning atmosphere in the classroom is obviously active, and the enthusiasm of students' participation is also improved.

The next link is about music genre knowledge. As new to the field of traditional Chinese opera, most of the students are Zhang Er monks. Therefore, in this link, we should first analyze aria, recitation and chorus conceptually, so that students can learn to distinguish and understand three different genre forms, and then let them listen to and consolidate from specific works. In the selection of works, we quoted several famous excerpts from the opera Jiang Jie, because students are familiar with Jiang Jie and know the characters better, which is helpful for students to understand the music and plot while listening.

A, when explaining the aria, I quoted a passage from Jiang Jie-"I contributed my youth to capitalism". When listening to and enjoying it, please pay attention to its similarities and differences with western operas and China local operas. Among them, it is relatively difficult for students to discuss its connection with local operas in China. When setting questions, we failed to properly consider the actual level of today's senior one students, so when answering this question, the classroom atmosphere was relatively cold, which reduced students' enthusiasm for participation to some extent. Therefore, when setting questions in classroom teaching, it is very important to proceed from the actual situation of students. For relatively difficult topics, teachers should give obvious hints to help students complete the topics.

B, speaking of recitative, I quoted the dialogue between Sister Jiang and the spy chief in the opera Jiang Jie.

Since we have discussed with our classmates that the tones and percussion in Sichuan Opera are used in the music we listened to in the previous paragraph, here we can give our students some hints to pay attention to the opera elements contained in the music. Through the steps of listening-analyzing-listening again, students can connect China's new opera with China's local opera through practice. In class, carefully guide students to listen to a opera and cultivate their appreciation habits. Students will subconsciously follow this way of appreciation when they listen to it themselves in the future.

C, when it comes to chorus, the quoted material is an excerpt familiar to middle school students in Jiang Jie-ode to red plum. In this link, there is less talk about music, and we focus on emotional experience. Let the students connect Jiang Jie and Hongmei from the music and the performers' performances, and guide the students to feel the climax of the whole work around a word "like".

After the knowledge of music genre is finished, students should choose several typical paragraphs to integrate theory with practice, so we choose three works: Embroidered Red Flag, No Tears, No Sorrow and Wisteria Flower. In the process of appreciation, we constantly ask questions from the aspects of music theory, musical form and emotion, so as to grasp the students' ideas. Finally, leave some time for students to discuss, and let them sum up the relationship between China's new opera, China's local opera and western opera. Through the students' summary of these aspects, we can feel the charm of China's new opera, and at the same time make this lesson play a connecting role in this unit, so as to prepare for the next class to enter the western opera.

In this class, I followed the way of constantly asking questions to students in junior high school teaching. This is mainly to grasp students' ideas at all times, encourage students to participate, mobilize students' learning enthusiasm and enliven the classroom atmosphere. However, there are still some shortcomings. There is no good screening material in the selection of paragraph appreciation, which makes the listening part too much and takes up the time for students to discuss with each other. Therefore, in the future teaching process, the grasp of classroom procedures and links should be carefully considered.

The second lesson of high school music "Sydney Opera House" is to let students know that Sydney Opera House is the symbol of Sydney, Australia. It is not only unique and beautiful in appearance, but also scientific in internal structure. At the same time, students are required to collect pictures of their favorite buildings and introduce them to their classmates in words. According to the structure, language and teaching emphasis of the text, I use multimedia courseware to assist teaching. Before class, I gave my students homework in the language studio, and asked them to collect information about Australia, as well as pictures or words of buildings in various countries that I like or want to know most. I collected audio-visual materials about "Sydney Opera House" and Sydney scenery by using network resources, and then made a demonstration according to my own teaching ideas.

In teaching, we should pay attention to guiding students to read the language actively. These three figurative sentences describe the beautiful and unique appearance of Sydney Opera House. I first use the media to make students realize the similarities between ontology and vehicle, and then let them read it repeatedly through different forms. In this way, students naturally enter the text, they read with emotion and sound, and accumulate language imperceptibly, paving the way for the use of language.

In this class, I use multimedia to assist teaching and change the spoon-feeding teaching mode instead of oral English. Students' hands, eyes, brain and mouth move together, and their potential is fully tapped, which increases the capacity of classroom teaching. The audio-visual materials about Sydney on the Internet have beautiful pictures, which make people feel immersive and give students an intuitive impression of Sydney at once. At the same time, the topic is also introduced by the pictures presented, which is very natural and has a breath of life, which stimulates students' interest in learning. When understanding figurative sentences and the word "wonderful workmanship", multimedia demonstrations can be used to help students understand the appropriateness of the three figurative sentences from different angles.

Reflections on after-school music teaching in senior high school III. The key and difficult point of opera night is to understand the artistic expression of opera while enjoying several famous operas. From this point of view, this lesson is quite successful.

The first is the choice of teaching materials. Opera is an art form that combines audio and video. The development time in China is relatively short, and it is also a relatively unfamiliar art form for students. Therefore, only listening to opera recordings is abstract and incomplete, let alone understanding the meaning of opera. In this lesson, I chose the famous modern opera Cat as the introduction:

1, select several important videos in the opera for students, so that students can not only understand the plot in the opera, but also intuitively understand the dance, beauty and other expressions in the opera;

2. The play adopts anthropomorphic techniques, and the stage makeup image is vivid, which attracts students' interest very much, and interest is the best teacher;

3. The various artistic expressions used in this opera are obvious and easy for students to understand;

4. Make students intuitively understand that music is closely related to related cultures;

Students can get the educational significance of unity, friendship and tolerance from this opera. In the actual teaching, the above goals have indeed been achieved.

When choosing the content of students' performing arts, I chose to perform and sing "Hunter March": let students feel that opera is not strange and far away, opera is around us, and we can also sing drama!

Secondly, teaching methods. In this class, I adopted inductive teaching method. While understanding the plot of the opera, help students observe the expressions used in each paragraph. Some of them have been exposed before, such as music, dance, poetry and so on. And the teacher can find it by guiding the students a little; Some of them are new contacts. I first ask students to observe the characteristics of this artistic expression, and then summarize the meaning of new knowledge. For example, when studying Aria, I asked students to observe the background of the actors while singing (rejected by the group, it is impossible through various efforts)

In the situation of group forgiveness), singing form (solo), content theme (lyric) and actor role (protagonist), so as to get the meaning of "aria": the protagonist of an opera expresses his inner feelings in a specific situation and is good at expressing, usually solo. And guide students to deepen their understanding with literal meaning.

Disadvantages: 1 Students' interest is not fully utilized to arouse their enthusiasm, perhaps because some questions are too simple. 2 In teaching, the teacher's language is not rigorous enough and is more casual.

In the future teaching, it is necessary to further study and explore the teaching materials, so as to improve the ability to guide students' learning, improve the level of designing questions in teaching, make each question deep and skillfully designed, and increase students' interest.

Reflections on after-school music teaching in senior high schools 4. To sum up the music teaching in this semester, I insist on the overall goal of "cultivating interest, developing the ability to feel, appreciate, express and create music, improving the quality of music culture, enriching students' emotional experience and cultivating sentiment". In order to make students like music and fall in love with music lessons, I put the emotional attitude and values of music teaching into practice, take the teaching process and methods as the teaching goal, and integrate knowledge and skills into students' favorite aspects. In teaching, I try my best to practice the basic idea of taking music aesthetics as the core, taking music interest as the driving force, facing all students, paying attention to individual development and music practice, and seriously transforming it into concrete teaching behavior. In teaching, we should actively think about what students teach, who will teach, who to teach and how to teach, foresee whether the goal can be achieved and realized, and firmly establish the teaching principle of "all for the development of students". Through the teaching of each class, we constantly check the completed teaching plans, and supplement, modify and improve the progress of classroom teaching and the needs of students in time. Deeply explore the aesthetic elements of music in music teaching resources. Around the experience and expression of aesthetic elements in learning materials, clear learning behavior is designed to infiltrate teaching objectives, and multimedia courseware is properly used to reveal the aesthetic elements in learning content, the beauty of language in classroom, the beauty of audio and video selection, the beauty of action and the beauty of music processing. These little beauties run through the whole classroom, which makes students' aesthetic experience and feelings of music deepen step by step. In the teaching process, we pursue music as the main body, beautiful teaching environment and optimization of learning process, flexible teaching methods, and design the content and form suitable for students to participate in music learning activities in the classroom. Such as: listening, watching, singing, jumping, performing, creating, etc. Let students unconsciously experience more beauty in the practice of music activities, know and enjoy beauty in the process of pursuing beauty, and create beauty in the process of expressing beauty!

I also actively combine the concept of new curriculum standards in the design of teaching content, which conforms to the age characteristics of students and better captures their curiosity. For example, at the same time, I skillfully integrate listening practice, emotional feelings and other "double basics" into listening appreciation, forming an organic whole with singing, performance and evaluation, so that students can learn and experience unconsciously in their favorite activities, have a better understanding and improvement of music knowledge and achieve better teaching results. In the process of teaching implementation, teachers pay more attention to cultivating students' good study habits through infiltration. For example, watching the conductor sing, watching the conductor perform creative performances, guiding the students to grasp the strength of singing and controlling the use of breath, the students have done a good job. From the perspective of educational means, courseware production needs to be carefully carved according to the needs of teaching and learning, reflecting the educational function of "silent education" and "audio education" in synchronization and unity. I think, if every music teacher insists on designing teaching and implementing education in this way, I believe that the study of music appreciation will inevitably improve the basic knowledge and skills of high school students and improve their aesthetic quality.

Summing up last semester's teaching, I think the existing conditions are not enough to fully meet students' wishes. I need to further improve many abilities through various ways and means in the future to meet the needs of new curriculum teaching and meet students' different hopes in learning. Judging from the existing music teaching resources, the content in the textbook is not rich enough, and some contents are difficult for students to understand and accept. To achieve the goal of the unit theme, it is still far from meeting the requirements, and it needs to be absorbed and supplemented from all aspects. But the problem is that some urgently needed curriculum resources are hard to find, and "a clever woman can't cook without rice", which leads to the phenomenon that students are difficult to express and experience acceptance in the teaching process.

Because I have just changed from a student to a teacher, I sometimes feel psychologically stable and bored because of various factors, especially when my work pressure is high and my lesson preparation is hindered, my mood is prone to fluctuations. This kind of bad mood sometimes seriously affects classroom teaching and even hurts students unintentionally. I think this is a question worthy of serious reflection. As an old teacher, it is undoubtedly wrong and should not happen. In principle, this is a question of professional ethics and attitude, which must be resolutely corrected in future work.

Looking back on last semester, I felt that I had talked too much and asked the students to pay attention to the lecture. Give your own understanding of music, you must make it clear, leaving little room for students to think, understand and use music to stimulate their imagination; Use language to express more, use emotion to experience less. Therefore, there are more languages and less music, and there is no ego in music, and there is no truth that "music works should be realized". Such a result will only turn a deaf ear, students accumulate less music works and have a shallow understanding of music, which will eventually lead to students losing enthusiasm for music lessons. So this semester, I will try my best to collect and prepare a lot of audio-visual materials before each class, prepare lessons carefully, and let students "move" more; Senior high school students have gradually matured their thoughts, have their own world outlook and have certain analytical and discriminating abilities. Simple auditory appreciation may be too boring to arouse interest, so I am going to conduct an experiment on teaching methods to make students "move". When designing before class, I want to break through the boring mode of appreciation class, design more activities in the mode of teaching methods, try to mobilize students' initiative, expand participation points and expand participation, and see if the class can be "alive".

I think next semester's music class should let students feel music by themselves, stimulate and improve their enthusiasm for participating in music learning, and attract them to like music classes through vivid teaching content! As a music teacher under the background of the new curriculum, we should consciously reflect and summarize our own teaching, find problems in time, think diligently, learn to learn, constantly improve our teaching level, and become a new type of scientific research and reflective educator!

Reflection on after-school music teaching in senior high school, although music is not closely related to the college entrance examination like Chinese and mathematics, as an essential element of quality education, its quality is also extremely important, and it has incomparable advantages in cultivating students' all-round quality. However, due to various reasons, traditional music teaching only pays attention to teachers' "teaching". No matter what kind of classroom, teachers only pay attention to indoctrination, but ignore the subjective initiative of students as the main body of learning. Make students' interest in music lessons weakened or even disgusted. The new music curriculum reform emphasizes "taking aesthetics as the core" and puts forward new educational concepts such as "taking hobbies as the driving force", "facing all students" and "providing comprehensive courses". The focus of music education is shifting from simply focusing on the dissemination of knowledge and skills to focusing on the cultivation of learning ability, practical ability and creative spirit, and focusing on the formation of emotions, attitudes and values, so that students can develop in an all-round way and have good comprehensive quality. Therefore, under the wave of new curriculum reform, as high school music teachers, it is necessary for us to seriously reflect on teaching.

First of all, we should stimulate students' interest in music.

Relevant research shows that any kind of musical ability is developed on the basis of musical sensory ability. Therefore, in teaching, we should try our best to stimulate students' interest in music appreciation, encourage students to have independent feelings and opinions on published music, guide students to actively participate in music experience through various forms, and lay the foundation for students to establish the goal of lifelong learning and enjoying music as much as possible.

High school students have gradually matured physically and psychologically. After years of study, they have accumulated certain knowledge and experience, acquired a certain range of knowledge, had their own understanding and views on things, and initially established an aesthetic view. However, the traditional teaching concept holds that music class

The purpose is to make students master certain technical and musical knowledge, so music class is also considered as a technical learning class, so music class puts too much emphasis on learning skills and techniques. Therefore, in teaching, we must not blindly instill in students and turn music lessons into boring "anatomy lessons". At present, music classes should explore the content and significance of music more widely according to students' unique age and psychological characteristics, appreciate works from the height of music culture, integrate humanistic colors, make music closer to students' existing knowledge, and carry out colorful classroom teaching activities to entertain and stimulate students' interest. Only in this way can music lessons be more easily accepted by students, and it is easier to stimulate students' interest in music appreciation, and then cultivate them to actively participate in the experience, analysis and understanding of works, that is, the "humanistic" style replaces the "microscope" style.

Second, create a situation to stimulate students' desire to learn

In music class, teachers should establish a democratic and harmonious classroom atmosphere with students, encourage students to think more, ask more questions and do more things, cultivate innovative consciousness, develop creative thinking and creative operation ability, and form creative personality quality. My specific approach is to try to create a "creative learning" teaching situation, such as inspiring students' association and imagination and developing students' creative thinking ability when enjoying different types of music works. For example, appreciate the sound and emotion in Three Stories of Yangguan, and use expressions and body movements to complete the emotions expressed in the works; For works with sound perception and emotional experience, such as Two Springs Reflecting the Moon, I inspire students to close their eyes and experience the mood, persistence, unyielding personality and hope of the blind author. I think the application of creative learning teaching situation makes my music class more active and students have more desire to express themselves.

Third, use a variety of teaching methods to improve students' interest in learning music.

Combined with the actual situation of our school and the new curriculum reform, while learning music textbooks, we should use existing musical instruments to teach music, stimulate students' interest and improve classroom efficiency, specifically:

1. In the music appreciation class, we can use the existing musical instruments of the school and demonstrate some music to the students according to the requirements of the syllabus, and change the previous teaching method of playing recordings for students to simply appreciate, so that students can broaden their horizons and improve their aesthetic ability while enjoying.

2. In the teaching of music theory knowledge, in order to avoid the boredom of simply learning theory, situational association teaching is adopted to let students gradually understand and master music knowledge. For example, when learning the true value of notes, students can distinguish different notes by imitating the length of animal calls, which makes it easier for students to master them.

3. Enjoy large-scale symphonies and national orchestral works with multimedia, television, audio and other teaching equipment, so that students can further understand and feel music.

4. In class, let the students sing on stage, cultivate their participation and practical ability, and make the music class more lively.

Fourth, connect with reality and practice actively to let students know more about music.

Music is a very practical subject, so we should closely link the things in the classroom with practice in the teaching process. Starting from the basis of each student, we should grasp the key points and gradually improve the students' music quality bit by bit, so that students can better understand music. While strengthening music classroom teaching, in view of the current situation that middle school students have few class hours, we should actively develop and utilize music curriculum resources and carry out extracurricular and extracurricular music activities, so that music activities can become a part of campus culture and students' lives can be filled with music everywhere. chorus

It is the best opportunity to participate in students extensively and unite students. So it is very important to do a good job in chorus teaching and activities every time.

Music is an emotional art, with aesthetics as the core, students' pleasant feelings and active participation as the starting point, and the purpose of improving all students' aesthetic ability and accomplishment. Middle school students are at an imaginative age. As music teachers, we should use music to open the floodgates of students' imagination. Through aesthetic practice, they can purify and enrich their emotions, beautify their minds, improve their personality and cultivate their divergent thinking ability, so that they can understand life and society with an aesthetic attitude, and then develop a positive and optimistic attitude towards life and their yearning and pursuit for a better future. This is a brand-new topic for us musicians. We should actively respond to the call of the new curriculum reform, practice hard and train more and better talents for the society and the country!

Teaching Reflection after Music Class in Senior Six As a music teacher, music is an essential factor in quality education, especially in the basic ability subject of college entrance examination in recent years, and the quality of music class is also extremely important. Therefore, music teachers should also learn to reflect and be good at reflecting. So, where should music start and how to improve teaching ability in reflection?

First, the design reflection in the process of preparing lessons.

When preparing lessons in music class, you can design such questions for your reflection when designing lesson plans. For example, "How familiar are students with the folk songs in this class", "How to design the teaching method of learning folk songs will arouse students' interest more easily", "What problems will appear in the teaching process of learning to sing folk songs and how to deal with them symptomatically" and so on. In this way, in the process of teaching, teachers will feel targeted, and preparing lessons will not become a mere formality. Because the teaching purpose of music class is to improve students' interest in music, the reflection of design in lesson preparation is mainly to improve interest. If you find that students are particularly interested or indifferent in the teaching process, you should ask yourself what the reason is, accumulate experience and lessons, and try different teaching methods in parallel classes to achieve the best results.

Second, verify classroom reflection.

The classroom is not an assembly line in the workshop. It is static. Fifty students may have fifty different reactions to the same teaching method. Therefore, in the process of classroom teaching, teachers need to constantly adjust teaching methods, constantly verify the reflection of design when preparing lessons, and prescribe the right medicine. Classroom teaching is a regrettable art, and even the best teaching always has shortcomings, which need to be further improved and optimized. Therefore, all kinds of "accidents" in the classroom can be good reflection materials for teachers to explore in the process of continuous practice.

Third, after class, we should reflect in various forms.

There are many ways of reflection, which can be self-reflection or collective reflection through language or writing and communication. One of the most enlightening ways of reflection is to write a case reflection. The so-called case reflection is a way of writing to study and reveal its internal laws through specific typical teaching cases. Although the case has its individuality and particularity, it also reflects the teacher's teaching strategy and teaching philosophy. Teachers can analyze and summarize these typical cases in the form of words to improve their teaching ability and provide reference for their peers.

In addition to self-reflection, we can also reflect by observing and analyzing other people's examples. The so-called "stones from other mountains can attack jade." Self-reflection and self-case analysis are all based on their own, but many things are still very clear to outsiders. Therefore, teachers should observe and analyze other teachers' classes and learn their teaching ideas, teaching organization forms, teaching methods and so on. Reflect on what will be different and what will be the same, and what inspiration I will get from the same class, etc. Music teachers often have their own specialties, such as instrumental music, such as vocal music, because of their own conditions. They should be good at using their own specialties. Other people's specialties can be used as your own reference, see how others use them, and think about how you use them. Therefore, whether it is the main course or the sub-course, it has an immeasurable positive effect. As a music teacher under the background of the new curriculum, I think we should constantly reflect and refine in teaching, so as to find problems, learn to learn, constantly improve the teaching level, and become a new type of scientific research and reflective educator!

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