Music teaching methods in primary schools

Music teaching in primary schools plays an important role in school teaching. How to give a good music class and let students receive a good education?

Music teaching methods in primary schools

Music teaching in primary schools plays an important role in school teaching. How to give a good music class and let students receive a good education? Next, I sorted out the common music teaching methods in primary schools for you. Welcome to read!

Music teaching methods in primary schools

First, exciting methods.

Stimulating interest is an effective means to improve the effect of music teaching. Many practices have proved that there are two factors that determine students' learning attitude: first, understanding; The second is interest. Interest dominates students' attention, making them concentrated and stable in learning activities. Educator sturgeon said: "The teaching effect basically depends on the students' learning attitude. "Students' interest regulates their emotions, and their strong interest in learning makes them show great enthusiasm, thus improving learning efficiency. I mainly use the following methods to stimulate students' interest in learning.

(a) create a situation:

Students' cognitive process and emotional process are an organic whole. In teaching, according to the teaching content, with the help of modern teaching methods such as slide show, audio recording and video recording, and using artistic materials such as film and television pictures, we can create a relaxed, harmonious and active classroom atmosphere, which can not only reflect and deepen the teaching content, but also mobilize students' emotions and stimulate their interest in actively exploring knowledge.

(2) Clever doubt:

As the old saying goes, learning is expensive and there are doubts, small doubts and small progress, big doubts and great progress. Setting questions is an important means to stimulate students' interest in learning, and knife is the core of heuristic teaching. In music class, clever questioning can stimulate students' cognitive conflicts, arouse a strong desire for knowledge, ignite the spark of thinking, and thus promote the realization of teaching goals and tasks. For example, when teaching the lesson "The national flag is so beautiful", the course is designed like this: Why do Olympic athletes have to raise the national flag and play the national anthem every time they win a gold medal? Why is raising the national flag in Tiananmen Square in China the most beautiful scenery in tourism?

(3) actual operation:

There are many percussion instruments that can be used in music class. Before class, each student prepares one. According to the specialty of the group, in rhythm learning, each student practices rhythm with his own musical instrument in each group competition. In fact, the students are very serious lest their group fall behind. Through the teaching form of students singing while playing, the rhythm is trained step by step by reading aloud, clapping, patting their legs and stamping their feet. In practice, students' interest in learning music has increased.

Second, the transposition method

Teachers are no longer the masters of the classroom. The new curriculum realizes the transposition of teachers and students, and teachers are the organizers and guides of the classroom. Students are the masters, learners and participants of the classroom. In the process of transposition, I study hard and think seriously. Transposition is by no means the teacher's indifference. The hero and heroine in TV plays are very important. Without the director's careful arrangement, there would be no wonderful performance. Therefore, transposition: it is the transposition of teaching attitude and teaching method, not letting go, but the transposition of roles, which is by no means irrelevant to teachers. I tried to change from a simple teacher-student relationship to a friend relationship, which improved the teaching effect.

Third, the integration method

Music teaching is closely related to physical education, health and art. Only by skillfully applying the knowledge of physical education, health and art to music teaching can we have a good music class. For example, when I teach Two Dimples, let students listen to music first, and then let them imagine the picture and create their own dance movements according to the music they hear. Play music again, according to your own painting. Some students look at pictures with both eyes; Some students gently beat the rhythm; Some students hum to the music; Some students move their heads with the rhythm. Here, the combination of the beauty of music and the beauty of the picture shows the profound artistic beauty of music, allowing a warm stream of music to slowly flow into the hearts of children, realizing the integration of music and art. My school offers martial arts classes all the year round. I often take the martial arts movements that students learn as the rhythm content of my teaching, so that students feel that music and dance are no strangers.

In rhythm teaching, I apply sports and healthy games to music lessons. Playing games can satisfy their playful psychology and make their attention not only lasting and stable, but also highly nervous. For example, the rhythm game "Train Entering the Station" requires shooting the correct rhythm. The method is: make several large-scale rhythm cards, use two people as a train station, and take a train with five to eight people in a row. Two quarters of the music started. The "train" runs to the "railway station" freely, and collectively shoots the rhythm on the "railway station" sign according to the music rhythm. If all the students can shoot correctly, the sign of "Railway Station" will be raised and the game will continue. If the shooting is wrong or uneven, the sign "Railway Station" will be put down, indicating that the first person to take the train will retreat to the last position. It enlivens the classroom atmosphere and realizes the integration of sports and music.

Fourth, innovation law.

Cultivating innovative spirit is the core task of pedagogy in all disciplines, and music is no exception. Through music teaching, students' creativity and fantasy ability have been vigorously developed and comprehensively cultivated. In teaching, I combine teaching content with students' life experience, so that students can act boldly according to their original life experience and the knowledge they have just learned. Students in middle and lower grades write their own lyrics and perform their own actions. Advanced students design rhythms and melodies or create simple lyrics and songs. This greatly stimulated students' interest in learning. They are full of energy, and even shy and timid students become active. Although the class ends with students' joy, students' creative desire will be extended and developed after class. Students' imagination and creativity have also been brought into play, and there is no burden of schoolwork.

Verb (abbreviation of verb) appreciation method

With the wide application of audio-visual media and the appearance of music courseware, many music teaching materials can be presented in audio-visual state. Therefore, in music teaching, appreciation teaching method is an indispensable means of education and teaching. Changed the imagination of listening to songs and looking at pictures in textbooks in the past. For example, teaching in Li Nainai, I prepared the movie "The Red Lantern" for students in advance. From the film, the students deeply realized the emotion and emotion of this lyric. In teaching, students can easily master what they teach. The appreciation method is vivid and vivid, which overcomes the shortcomings of students' hyperactivity and inattention. Therefore, the correct use of appreciation teaching is more conducive to music classroom teaching.

Sixth, the performance method

Students are naturally fond of acting and good at it, especially the students in the lower and middle grades of primary schools. When students understand and are familiar with a new song, I try my best to let students perform themselves, sing and dance with gestures, gestures, expressions and eyes in a free and relaxed atmosphere. Students can play freely, teachers can choose to encourage them, or let students play corresponding roles after teaching a song, which can be fairy tale roles or real life roles. This kind of impromptu performance can not only make students remember the lyrics more quickly and independently, but also have a deeper experience of the artistic conception of music. In a word, performance can improve the efficiency of classroom teaching.

To sum up, in the music teaching of primary school students, the cultivation of students' music literacy is very important, which is a problem that all primary school music teachers should pay attention to at present. Under the background of the new curriculum, music teaching in primary schools should be "student-centered", constantly innovate and improve teaching methods according to students' situation, cultivate primary school students' music literacy and improve students' comprehensive quality. The cultivation of primary school students' musical literacy requires teachers to constantly improve their professional level, teaching ability and self-cultivation. At the same time, the cultivation of primary school students' music literacy requires teachers to constantly innovate teaching methods according to students' age characteristics and hobbies in their work, so as to improve students' interest and enthusiasm in learning. There are various ways to cultivate students' musical literacy. Teachers can continue to explore and innovate by means of games, multimedia and information introduction according to the specific situation of students and local teaching conditions.

Three Common Music Teaching Methods

The three major music teaching methods in the world refer to music education methods named after music educators Dalcroze, Kodaly and Orff. Because of its good effect and strong practicability, it is widely used in the world.

Da er ke Luo si music education

Its characteristic is posture rhythm teaching. It requires students to use their bodies as musical instruments to reproduce the music they hear. Body rhythm is different from dancing. It takes the body as a musical instrument, and experiences the changes of the rhythm of music through body movements. Body rhythmic movements are generally divided into in-situ movements and spatial movements. In-situ actions include clapping, directing, swinging, bending, talking, singing, etc. ; Space movements include: walking, running, climbing, jumping, jumping, sliding and so on. These movements can be combined with the high, middle and low positions of the body, and can also be combined with singing movements, body feelings and performances with the head, body, arms, hands and feet of the body to express different rhythms, melodies, harmony, polyphony and musical forms.

It takes games as the course method. When individual students are found to be lax, they will change immediately and keep fresh forever.

Kodaly Music Education

It is characterized by singing teaching, from simple one-part melody to singing forms such as rotation and chorus, and is implemented in the form of oratorio without relying on the accompaniment of any musical instrument.

Sound is the art of hearing, without visual image. There is a set of very practical gestures in Kodaly's teaching method, which can make children feel the concept of pitch through visual images.

This gesture is actually an Englishman John? Kelvin started it, and Kodaly borrowed it from his own music education system and carried it forward.

Children can not only learn the skills of breathing and singing through singing, but more importantly, the knowledge and common sense of all kinds of music can also be learned through singing.

Aoerfu music education

Orff advocates the musical thought of elements, pointing out that students must feel and express music wholeheartedly with their brains, hands and feet in their studies. So he invented a set of "Elemental" orff instruments, which is an easy-to-master percussion instrument. At the same time, he also made full use of the sounds that may be made by various parts of the human body to participate in the performance, and was dubbed "human musical instrument".

When students make musical "movements" under the guidance of teachers in class, they will inevitably be immersed in a kind of game-like happiness, and unconsciously they will be trained in comprehensive musical abilities such as pitch, rhythm, hearing, coordination and unity.

The greatest feature of Orff's music is to pay attention to the development of children's inner world. In this kind of learning, children will not regard learning music as a burden or utility, but devote themselves wholeheartedly to the music world and express their inner world in unique ways such as body, language and musical instruments. When music becomes children's own needs, children's mastery of music theory, music sense, playing, performance, language and culture is naturally easy and deep-rooted.

Orff's music provides unlimited space for children to develop their individuality, and also helps children to understand the collective consciousness and cooperative spirit in collective performances.

These three teaching methods can be used alone or in combination with each other. All three will greatly stimulate the instinctive musical attributes in children's bodies, so that every child can better experience, feel and express music.