How to build a reasonable music classroom model

Constructing an effective music classroom management model

Classroom management is a series of teaching behavioral ways for teachers to complete teaching tasks, regulate interpersonal relationships, harmonize the teaching environment, and guide children's learning. Teachers as the core of classroom management, the teacher's professional level, personal qualities, working ability, teaching attitude, organization and management experience directly determines the level of classroom management. In classroom teaching, the teacher in addition to the "teaching" task, there is a "management" task, that is, to coordinate, control the classroom of various teaching factors and their relationships, so that they form an orderly whole, to ensure the smooth progress of teaching activities.

Classroom management can not only through some appropriate measures and norms to maintain order in the classroom, but also through a series of management tools and activities to dissolve the classroom faced with a variety of problems, conflicts and obstacles to maintain the normal conduct of classroom activities, but also through the incentive to guide the classroom activities continue to create power resources. Our first-line music teachers, we must through a series of targeted strategies, master the correct and effective music classroom management skills, to be able to "strong and soft" used in music classroom management, optimize music classroom management, optimize the music classroom, to achieve the teaching goals.

One, optimize classroom management: the "just in the soft"

Classroom management involves a wide range of not only simple classroom discipline management, but also with the content of the classroom, the design of the content of the teaching, the teacher's teaching style, the teaching environment, as well as in the music classroom management skills and other factors combined. The combination of these factors can be skillfully utilized in teaching management. The combination of these factors needs to be "strong and soft" in order to better optimize classroom management. Just like our music teaching, we must be strict, but not a single rigid, but with the students, teaching progress and other flexible changes in teaching methods or classroom management techniques. The arrangement of teaching design, the richness of the teaching content, the performance of the teacher's personal teaching style, the classroom routines in the classroom, etc., these are all important elements related to the good or bad music class. Only to do a good job of these work, the students will be more like to go to music class, more willing to put into the teaching of the content of the music in the sea, the students focus, learning mood high. Students of all kinds of good performance, will directly optimize classroom discipline, optimize classroom management, classroom management is easier to manipulate.

(A) good teaching design, rich teaching content

The best classroom management trick is to make the music class can really attract students. How can we make the content of the class attractive to the students? The first thing that teachers should do is to prepare well for each music class and make a good teaching design before the class. The design of the teaching process must take into account the teaching tasks and activities in each teaching session. Is not in line with the student's psychology, can the student's attention to seize, can stimulate the student's interest in each teaching session. For example: learning to sing the song "Big Deer", in the song before learning, the teacher simulated the sound of a gunshot, so that students with the rhythm of onomatopoeia practice. Students in onomatopoeia in the rhythm to be practiced, but also for the next teaching paved the way: "Children, let's go and see, the forest in the end what happened?" Teachers through the story and beautiful pictures, bring the students into the story situation, stimulate the students to the song and the song characters of the emotions, ignite the students' interest in learning the song. In the next song learning process, please children according to their favorite role, to learn to sing. That captures the students' interest, but also enriches the students' feelings. The learning efficiency is improved. In the song after learning, adding percussion instruments, encourage students to perform their favorite roles in front of the stage, performance singing, to meet the students' desire to perform, and exercise the students' expressive power.

(2) Organization of teaching activities for all students

In the teaching process, many times there will be such a situation, the classroom students who love to perform actively participate in teaching activities, most other students, but can only passively watch. If the teacher does not implement skillful management of the students who watch, then the students who do not participate in the activities may do some activities that are not related to teaching. This may affect the students who are performing and, in some cases, the progress of the lesson. Every student wants to be paid attention to, teaching only to meet the needs of every student, students can actively participate in teaching activities. Therefore, teachers in the preparation of the lesson must take into account, teaching activities must be designed for all students, the more comprehensive the better, teaching activities should be as much as possible for all students. For example, a few children should perform on stage and ask other children to sing softly for her. After the performance and singing, ask a few children to comment on the performance of the children on stage or on their own performance. Regardless of whether they are on or off the stage, the teacher must praise the children who performed well and encourage those who did not perform so well. In such a comprehensive activity, each student can self-expression, self-evaluation, and ultimately recognized by the teacher, then their learning motivation is higher. On the other hand, the design of teaching activities must pay attention to the interest of students, so that students are interested in teaching activities, willing to participate in them. This will ensure that students can maintain a longer attention, so that the classroom management is silent than sound.

(C) standardize classroom behavior, strict adherence to the routine

As the saying goes, "no rules, no way to become a circle", the music classroom should also have their own classroom routines, which must be strictly adhered to by the students. Mr. Tao Xingzhi said; "education students, should be strict place will be strict." Teachers usually pay attention to the management of music classroom routine, the requirements of students, to have consistency, long-term. Can not only seek a moment of strict, but seek long-term supervision and strengthening. Let the students in a long time in the norms, the formation of an "educational inertia", so that students into the music, will be able to restrain themselves. For example: in the music teacher on the first music class, tell the students to use the form of music to regulate classroom behavior, for example: hear the music of the "two tigers", that is, sit quietly. Then the students will know to sit quietly when they hear this song. When the scale goes up, it means to stand up. When the scale goes down, it means to sit down, and so on. At the same time, we should also emphasize that students should strictly abide by the code of conduct in the music classroom, so that they understand what they can and cannot do. For example, when singing, you must pay full attention, sit up straight, put your head flat, and not talk to each other. Some students take advantage of the song interlude to talk or make small movements, affecting the second verse of the song, this is absolutely incorrect. Classroom routines need to be simple and practical, and in the usual classroom at any time to find errors, at any time to remind students, so that students in the subtle formation of a good music classroom habits.

(D) Enhance teacher-student emotions, build a harmonious classroom

Enhance teacher-student emotional exchanges, is a favorable factor for students to learn easily. The purpose of our management is also to make students happy to learn music in a good learning atmosphere. Music classroom teaching management should be teachers and students *** with the participation of teachers and students to make the relationship between teachers and students democratic and harmonious. To deal with the teacher-student relationship, first of all, teachers themselves must have the correct position, understand their role in the music classroom. Music teachers in the classroom should first be an organizer, transmitter and controller, but also a communicator and collaborator, and even be able to act as a loyal audience of students and listeners. Embrace these little actors with admiration. Sometimes the students' behavior can be frustrating or even maddening. At this time, teachers need to manage their own emotions and behavior, especially for the handling of some emergencies, teachers need to stabilize emotions, rational treatment. If the teacher's emotions are out of control and lead to irrational behavior, then it will directly affect the students' learning emotions and behavior. Therefore, teachers can only manage their own behavior and emotions before they can manage the students and the teaching process. It can be seen that a good learning environment, relaxed and harmonious teacher-student relationship, the teacher's emotions are also directly affect the students' learning efficiency. Only correctly grasp these teaching "just" and "soft", in order to optimize the classroom management to do a good job of the groundwork, in such favorable conditions, teachers and students can better cooperation between learning, and promote the efficiency of classroom learning.

Second, the optimization of classroom management: the "soft with hard"

The teaching process will always be contingencies, perhaps these contingencies are caused by teachers or students or external factors. Teachers themselves or external factors, these we may be better dealt with, but if you encounter naughty and special students, their appearance often leads to, teaching progress, teacher's mood, students' interest in learning to reduce, affecting the learning of our entire class. At this point, we need to use reasonable, skillful, targeted strategies, "soft with hard" used in classroom management.

(A) implied waiting

Teachers in the lecture, there are always a very few students like to interrupt or communicate with each other, busy and happy, did not hear what the teacher said. At this time we teachers can first imply with a look, or go to the side of his gently point down his shoulder to remind him. If the student continues to talk, more and more people are talking and affecting other students, the teacher can stop what he/she is doing. The teacher can stop the lesson and organize the rest of the class to pay attention to them. General students in the collective attention of the situation, will quickly converge on their own behavior, then the teacher can re-emphasize the classroom behavioral norms, to strengthen the concept of student discipline.

(B) reward and punishment clearly

Students' performance is good and bad, then it is necessary to use a set of measures to reward good and punish bad, to establish a positive atmosphere, motivate the positive factors, to resist the negative factors. This should be rewarded mainly to penalize the poor as a supplement. Reward to the spirit of reward-based, material rewards as a supplement, such as praise in the eyes, language praise, reward good student card, cumulative music notes, etc., for students, the teacher's praise is undoubtedly a "stimulant", it will make the performance of students better, to undisciplined students to do a good example. Regardless of which students, the teacher should be good from their body to find progress, especially with naughty students, the teacher should encourage and praise their progress, to motivate them to make progress in other areas of deficiency.

Reward and punishment are inseparable, sometimes it is necessary to punish appropriately. Punishment must not use irony, threats, corporal punishment, isolation and other means, and should strive to turn the punishment into a kind of students happy self-education. Whoever "breaks the law" has to choose one of three ways to make up for it. The three ways are: (1). Do something good for others, for the collective, to compensate for the guilt; (2). Sing a song or perform a program for everyone to enhance the concept of self-control; (3). Write a description of the review; rewarding the good and punishing the bad can enhance the student's healthy self-awareness and promote the self-improvement of personality.

(C) clear objectives

In the process of classroom learning, students are in the teaching process designed by the teacher to learn knowledge. In my opinion, the teacher can tell the students a few minutes before the class, the sub-targets of learning in this class, starting from the completion of the sub-targets, to the final completion of the overall objectives of the class. Let the students know what they are learning in this lesson and what they have to accomplish. This will help students to understand the purpose of learning and create a sense of responsibility for learning, so that they will be more attentive to learning and work hard to complete the task in a positive and full state. Finally achieve the overall learning objectives of the lesson. Of course, in the design of teaching objectives, to be close to the psychological needs of students, to lively and lovely image to show, in the number of control, the goal can not be too much, otherwise students will produce fear, but not to play a supporting role.

(D) suddenly asked

In the teaching process, to prevent students from deserting, we can in the teaching process, at any time and place for a student to review the content of what has just been said or sung, this method is mainly to attract the attention of the students, so that the students' thoughts follow the teacher's teaching progress.

(E) Adjustment of seats.

The music classroom is generally a dedicated music classroom, students if always a fixed position in class, they may be bored, each seat is not the same orientation, different audio-visual angle, more or less will affect their learning, then in a fixed period of time, we can put the student's position appropriate to change, for example, every month, the first group and the second large group For example, every other month, the first group and the second group can be switched, or the benches can be arranged in a semicircle or other simple shapes, so as to take care of the students in each position. When the teacher's attention, the students learn more attentively.

III. Optimize classroom management: the "strong and soft"

The new curriculum classroom teaching management to respect for people as a starting point, to focus on human development as the destination; the management process is the process of service, is the teacher and students of different subjects cooperate with each other, *** with the development process. Our music teaching, is also a teaching content, teaching evaluation, teaching management mutual cooperation, *** with the development process. Teaching process, there are too many "just" and "soft" need our music teachers, skillful, reasonable combination, and applied to the teaching. This way, our music classroom management can be better manipulated, music teaching can be more comfortable.

Although music teaching management is a very deep art, but we also need to be strong and gentle to grasp the slow rope, only so that our teaching can be carried out smoothly. Let the "strong and gentle" into the music teaching management, in the continuous exploration, classroom management, effective analysis and research, and constantly find, explore new classroom management skills, these classroom management skills, clever, reasonable use of music teaching practice, subtle and students to grind, optimize the music classroom! The first thing you need to do is to get your hands on a new pair of shoes or boots, and then you'll be able to get your hands on a new pair of shoes or boots.

For the specific teaching operation, I think we should do the following three aspects

One, pay attention to listening, optimize the classroom

Music is the art of listening, listening experience is the basis for learning music. The development of children's music listening should be carried through all the activities of music teaching. In the elementary school music classroom, listening to the formation of education is often a problem for teachers, which is closely related to the elementary school children's loose discipline, inattention, lively and active age characteristics. Children's characteristics determine that elementary school classroom teaching must be based on the democratic equality of teachers and students, and it is absolutely forbidden to use improper means such as scolding, coercion and corporal punishment to force them to learn. Skinner's model is also known as the corrective model. He believed that the essence of human behavior is to respond to environmental stimuli. Whether or not the behavior is sustained depends on the consequences. Focusing on listening as a means of environmental stimuli and enriching listening as an entry point to enhance the rhythm of instruction. This model has been used for many years in teaching practice and is a basic method for establishing good classroom management, especially for young children in first grade and for new classes.

In the teaching, the teacher intentionally designed more listening teaching links, let the children use their ears to do the "little detective" themselves through the recording of the model song to find the name of the song; listen to the content of the song; say the recording of the children's singing mood; find out the difficult points, the name of the three words of the song with how to read the rhythm of the name of the two words of the song with how to read the rhythm of the name of the two words of the song with how to read the rhythm of the name of the two words of the name of the song with what? Songs and with what rhythm read; listen to listen to compare a dotted quarter note rhythm in which word sings long which word sings short, and imitation of singing a song; group sing a song, listen to listen to compare which group sings well, why? Singing knowledge is taught at the right time. After the children are familiar with the song, say the song's prelude and interlude is the melody of which lyrics and so on.

In listening teaching, to make the children show appropriate behavior in the classroom, you can ignore the children's bad behavior, and reward and emphasize the behavior of listening carefully and answering correctly. Questioning should be done at the right speed, pace, and difficulty. First, questions should be asked before listening, so that children can listen with a purpose and help them to listen carefully and quietly. Secondly, to seize the children's weak memory and ability to take into account the characteristics of the lower section, a question should not be more than two questions. The content of the questions should not be too difficult or too simple, for too difficult or too simple questions the children's concentration on listening to the music will be greatly reduced, and the degree of difficulty between the questions should preferably be progressive. The above example of listening to a recording to find the title of a song is suitable for children in Grade 1, who are less literate and are in the basic stage of establishing listening habits and developing their listening skills. The same question to the second grade and above in the classroom teaching is not appropriate, "jump a jump can pick a peach" question to maximize the children's interest in learning and initiative.

Using listening to guide children's thinking and behavioral activities, classroom teaching is compact, avoiding interruptions or slowing down, which helps in teaching management and improving learning efficiency.

Two, effective monitoring, optimization of the classroom

The development of self-monitoring of primary school students presents a regularity from other control to self-control, from unconsciousness to automation, from uni-dimensional to multi-dimensional, from the local to the whole, sensitivity is gradually increasing, and mobility is gradually improving. Music class is different from other subjects, teachers should be good at teaching in a lively form, so that children in the artistic atmosphere to obtain aesthetic pleasure, to achieve the beauty of the people, the beauty of the people. The new curriculum also requires teachers to be oriented to all children, to give general care and encouragement to all children, so that they can participate in all music activities with confidence. Therefore, the effective regulation and monitoring of music teaching activities has become one of the effective means of teaching management for music teachers.

The greeting of teachers and students in music class is often in the form of singing. Teachers and students every class with a set of hello song, a period of time down the children will produce aesthetic fatigue. The original teachers and students to express friendly respect for each other's songs, but because of individual children naughty shouting and singing has become a troublesome problem in teaching management. After my practice, I found that the problem is not teachers and students greetings song, but teachers in the operation process did not do effective monitoring. First of all, let's take a look at other subjects before class teachers and students greeted, usually the teacher announced the class, the class leader issued the command to stand up, teachers and students eye contact, greet each other. The detail of "eye contact" is the teacher's use of psychological cues to monitor the children's teaching, prompting children who are not yet ready for class to enter the learning state quickly. Music class teachers often play piano accompaniment to face the keyboard and ignored the "eye contact" this important monitoring link, try to play the steel accompaniment at the same time to turn the body and the children greetings, you will find that the children's mood full up, the song has become neat and unified. Children in the lower grades are emotionally unstable and susceptible to external influences, sometimes moody and sometimes excited before class, teachers can also use teachers and students to greet the song for classroom management control and monitoring. Such as the children's mood is low with a faster speed of cheerful and lively voice asked, the children's mood is high with a slower speed of beautiful and quiet voice asked, you can also change the beat of the hello song to say hello.

The problem of "eye contact" mentioned above also exists in the teaching of singing, and experienced teachers will find that there is a window of opportunity for classroom monitoring when they are sitting in front of the piano and playing. Children's good singing participation, good singing posture, good singing expression are not spontaneously formed, but the teacher in the singing of the monitoring of the continuous discovery of the problem, and gradually pointing out the prompt slowly cultivated. Singing teaching should also use multimedia or board books, show the song for intuitive and efficient teaching, especially when learning a song teachers should not let the children look at the textbook to learn. On the one hand, there are a lot of distractions in music textbooks, vivid patterns and dazzling colors will distract children. On the other hand looking at books is not conducive to maintaining proper singing posture.

The teacher's monitoring of teaching during the listening session is demonstrated by leaving the confines of the podium and going out among the children. For those children who do not pay attention, depending on the degree of inattention, with gentle body language expectant eyes or serious eyes prompted. Ask them to answer questions after listening, and make it clear that the teacher is paying attention to them when evaluating their answers.

Effective monitoring requires teachers to learn to think in terms of role reversal, if you are a student what are the deficiencies and loopholes in this teaching session? What is the point of interest of learning? At the same time, teachers should also learn to take into account the skills, taking into account the ability of teachers to pay attention to or deal with more than two events at the same time, whether in the hands-on demonstration or piano accompaniment when your eyes are centered on the children. Effective monitoring from all aspects of teaching to improve classroom efficiency and improve teaching management.

Three, clever use of wit, optimize the classroom

Teaching wit refers to the teaching process in the face of the ever-changing teaching scenarios, rapid, agile, flexible, and accurate judgment, processing, to maintain the balance of the classroom a psychological ability. It is the flexibility of the teacher's intelligence and sensitivity of the unity, is an "emergency" intellectual activity process. It requires teachers to use teaching wit, in response to the interference of chance events, immediately change the teaching information transfer system established transmission procedures (such as teaching plans, lesson plans), re-formulate the teaching transmission procedures, to maintain the dynamic balance of the teaching system, to ensure that the teaching process is carried out smoothly. Random response, the correct use of classroom teaching skills, to improve classroom teaching management is very effective.

Music classroom teaching emphasizes student-oriented, collective participation, teacher-student interaction of the education concept. Such as learning to sing the song "my home is in Shigatse", in learning the song at the same time to feel the Tibetan customs and traditions. At that time, there was such an interactive link: the teacher introduced the Tibetan people have characteristics of life and production labor, and with the "my home in Shigatse" song accompaniment collective imitation of ghee tea, drink ghee tea. While the class was exploring with great interest, a dark-skinned, strong-looking boy in the penultimate row of the fourth large group made a small gesture and had a tendency to call on the neighboring children to participate. In the accompaniment of music I hurriedly walked to his side, with a smile on my face and said sincerely, "Without your help ghee tea will not be successful, especially you, you know that the strength is very big ah." Hearing my words they covered their mouths and laughed mischievously, rolled up their sleeves and joined in the activity of beating ghee tea.

Teachers in the classroom teaching to reflect fast and accurate, to do to master the proportion, the right way, the right time, the right situation, the right degree, in the coincidence in the strange, in the strange in effect. Rhythmic teaching examples of many typical: second-grade singing "Little Frog Looking for Home", rhythmic collective participation in the link "jumping croak croak jump jumping croak croak croak" which often appears to be very excited students jumping discipline chaos classroom out of control. Teachers should pause the rhythmic activities in a timely manner, with demonstration, comparison, observation methods to guide and inspire students, what is the little frog doing? (Looking for home) Is this important? (Important) How to find it? (Look carefully.) So you have to look while you are looking? (Side look) "Jump (rhythmic movement) croak (stay put and look carefully) jump jump (rhythmic movement) croak croak croak (stay put and look carefully)" from the music and the song from the loose and not loose, moving and not chaotic, lively teaching atmosphere stirs the desire to participate in the students, causing students to psychological satisfaction, emotional **** song, music classroom efficiency, classroom teaching management water to the drain.