Kindergarten Rhythm Teaching Reflection

Kindergarten Rhythm Teaching Reflection (Selected 10)

As a people's teacher, we need to have a strong classroom teaching ability, teaching reflection can be a good record of our classroom experience, excellent teaching reflection have some of the characteristics of it? The following is my carefully organized kindergarten rhythm teaching reflection, welcome to learn and reference, I hope to help you.

Kindergarten Rhythmic Teaching Reflection Part 1

Activities of the advantages:

Activities of the game, situational integration into the teaching process, young children in the learning, playing to feel the melody and rhythm of the music, the interest is relatively high. The children are also familiar with the game of "hide and seek" with the chairs, which is a life-like activity.

Strengths of the activity:

Finally, when evaluating the lesson, we also suggested objectively: the music is more soothing, and for the children of the small class, you can choose to move the point, the rhythm of the melody is obvious. The second key point is that teachers can help children to familiarize themselves with the process of melody. Teachers can adopt more teaching strategies to help children to familiarize themselves with the rhythm of the music. There are also many small areas that need to be improved.

Activity Harvest:

After our rhythmic activity, my harvest is still very big:

1, in the rhythmic learning, the music is familiar with the foundation, to help children feel the structure and style of the music; action to create with the role of the image of conformity, the degree of difficulty must be in line with the age of young children and their ability to accept the range. their range of receptive ability. Everyone has difficulties in learning, and it is necessary to use various educational strategies to help children solve the difficulties.

2. Create an environment and provide materials to support children's development. The environment includes both the spatial environment (the activity site, the space setting in the activity site, etc.) and the interpersonal environment (in the form of small groups and collectives); the activity materials include both the teaching content (activity music) and the teaching tools (charts, props, etc.).

3, as to whether to regulate the children's movements, teachers should respect the children's independent learning, according to the children's performance, the organization of young children to observe each other, and from this to distill the essentials of the action and the action of the performance of the essentials. The best strategy for the so-called education is to do the teaching without trace.

If you want to carry out the music activities in a colorful way, the teacher should have a good music education in addition to their own, for the children's age characteristics of the grasp of the grasp of the material, the flexible use of teaching strategies need to be carefully considered.

Kindergarten Rhythm Teaching Reflection Part 2

The new curriculum reform has brought a lot of joy and vitality to our dance class, but also brought more opportunities and challenges to our dance teachers, driven by a new thinking and new ideas, I tried to use multimedia teaching courseware on the "early childhood rhythms" of the class.

I think this is not a very perfect class, but the end of the class gave me a surprise, but also gave me a thought: do not limit the students' thinking, give them full freedom to express themselves, to create dance movements.

At the beginning of the class I designed a "feel the rhythm of movement" link, the students are very interested in the classroom atmosphere was immediately active, scrambling to say what they know about the definition of the rhythm of the description. Students have been in the rhythm of the music in the joyful, plus in the students to learn rhythmic combinations, I was playing the "rotating wrists" and "swinging head and feet" song, which makes the students on the rhythmic combinations of movements have a preliminary impression. This process is the student's own feelings, their own look, their own do, the teacher is only in front of the guide, but this beginning to the back of the "rhythmic combination of creation" played a good role in guiding and understanding. The content of the latter can be said to be water to the drain.

This lesson, gave me a lot of feelings and inspiration, of course, there are also regrets and shortcomings, that is: in the performance of the students to create that link, I gave the students to limit the two very simple rhythmic combinations, thus limiting the student's thinking activities, which is hindered by stimulating the desire to innovate and improve the innovative ability of the students.

Kindergarten rhythmic teaching reflections Part 3

The Outline pointed out that: young children's ability to artistic activities is in the process of bold expression gradually developed, the role of the teacher should be mainly to stimulate young children to feel the beauty of the expression of the interest of the beauty of the rich their aesthetic experience, so that they can experience the freedom of expression and the joy of creativity. Let every child get the cultivation and cultivation of beauty. Improve the opportunities for free expression, encourage children to express their ideas and creations boldly in different art forms, affirm and accept their unique aesthetic feelings and ways of expression, and share their happiness. On this basis, according to the developmental status and needs of young children, we will give timely and appropriate guidance to the ways of expression and skills and techniques. Children in kindergarten class already have some life experience and a certain understanding of the process of making dumplings. Choosing familiar content makes it easier for children to be interested in this activity. The first thing you need to do is to make sure that you have a good understanding of what you are doing and how you are doing it.

Because of this, music and rhythm is a part of kindergarten music education. The traditional rhythmic activity teaching method is single: the use of demonstration teaching, only focus on the mechanical imitation of young children, but ignored the teaching process of young children's emotional education and feelings, the cultivation of expression. How to cultivate young children's sensibility to the content of beautiful life in art activities, stimulate their desire to express beauty and help improve their skills, I have made the following attempts in this activity:

1, the revisiting of life experience

(1) to create the atmosphere of New Year's Eve in the day-to-day life. I use the morning reception, meals, before nap, after getting up and free time for children to play festive music, such as: "Good Day", "Great New Year", etc., so that the New Year's Eve festive music lingers around the children.

(2) Before the activity, guide the children to look carefully at the content of the children's book "Dumpling", so as to make a good preparation for this activity.

2. No need for charts

In traditional rhythmic activities, the teacher usually uses markers to draw the charts of the corresponding rhythmic movements, so that the children can follow the teacher to practice over and over again. In this activity, I use the children to freely create, **** selected movements, the use of game activities to break through the difficult points. The action comes from the children themselves to create, more interesting, so that children in the play unconsciously master rhythmic action.

3. Mobilize children's senses to feel the rhythm

Inspire children to use their hands to roll out the dough in various parts of the body, such as: on the stomach, legs, chest, etc. to help children feel the rhythmic movement and the rhythmic characteristics of the music, and are willing to participate in the rhythmic activities.

Music is a kind of emotional art, human feelings in many cases is often improvised, no matter what method, in this activity, the main thing is for the children to learn happily, learn the rhythm, and can be happy to do the body modeling and movement, so as to confidently express their own feelings and inner experience. In this activity, the children were in a high mood and very interested, and they were all eager to try. Although some of the children's movements were not in place, and the dance was not beautiful, I think it is more important to let the children express themselves boldly and to cultivate their self-confidence and cheerfulness.

Kindergarten Rhythm Teaching Reflection Part 4

The focus of this activity is to guide the children through repeated feelings of music, perceive the whole song melodious, cheerful and lively, full of joyful atmosphere and rhythmic characteristics, to cultivate the children's musical sensibility and expressive, the difficulty is to create the action. "Interest is the best teacher", and educational psychology also believes that "learners can more accurately grasp the learning object by opening multiple perceptual channels at the same time than by opening only one perceptual channel." Therefore, in this activity, I mainly use two teaching methods, one is to integrate life experience into the activity to stimulate young children to feel and appreciate. Interest; the second is the multi-channel mobilization of young children's multiple perceptions to participate in the activity, so that young children take the initiative to participate in the creation of movement, and express unique feelings and insights. Physicist Albert Einstein said: "Imagination is more important than knowledge", and the enlightenment of the imagination, music appreciation has a role that can not be ignored, so I will use the dark teaching method, through the dumpling game activities, so that children take the initiative to create.

According to the short attention span of the children in my class, they love to move, but they are not good at showing their own psychological characteristics, I designed the following corresponding feasible learning methods, one is to listen, talk, watch, move and other forms of experiencing the music, communication and interaction; the second is to integrate the rhymes, paintings and other forms of artistic expression to express their own feelings about the piece of music, these methods can make the children to get a different psychological satisfaction, and let the children who are not good at performing can also express their feelings about the piece of music, so that the children will be able to express their feelings about the piece of music.

As the saying goes: "There is no definite way to teach, and the most important thing is to get it right." A good rhythmic activity should reflect the teaching concept of "teaching life". A good music rhythm activity should be a kind of artistic enjoyment, I will be in the future teaching practice, under the inculcation of the new education concept, and the children together to explore, together with the growth of improper, I hope that the teachers to give criticism and correction.

Kindergarten rhythmic teaching reflections Part 5

"Ants moving beans" this children's song is y loved by young children. I first let the children enjoy the story, understand the meaning of the lyrics, and then learn the song on this basis, the children learn it easier. Because of the understanding and love of the song, children are also particularly happy to try to perform, such as: ants shook their heads anxiously, and after coming up with a good solution, we will carry the beans together, etc., the effect of the activity is relatively good.

In the activity, I let the children to start the discussion: what good way do you have to help the ants to move the beans back to the hole? The children are actively helping the little ants to think of ways. Wu Jingshan said: "Move it with force and it will be moved back to the hole." Lin Zhenhui said, "Call its mom to help and it will be fine." Wang Chengen said, "Call more and more little ants to help and move it back to the hole together."

The children helped the little ant come up with many, many good ideas. In this activity, the ants walked and greeted each other in time with the music, and the requirement of being in time was not met. On reflection, if we had helped the children to design a good understanding of the chart before the lesson, the effect would have been different. Now I think, the chart is very helpful to help children understand the music.

Kindergarten Rhythm Teaching Reflection Part 6

After the first lesson and evaluation, it made me have some new understanding of my lesson, so I have designed this activity. Because it was the first time in another class, due to insufficient understanding of the children, I expected that the children "dumpling" operation session time for up to five minutes, because in my class, the children quickly completed.

But this time, it took almost ten minutes, and some of the children weren't ready, so the presentation was rushed. In addition, because the previous session wasted too much time, the last session I was just passing by, and did not achieve the desired effect. But on the whole, I think the children felt happy in this class, which is what I hope to achieve, and also makes me feel happy.

Kindergarten Rhythm Teaching Reflection Part 7

Kindergarten rhythm is an activity that children like, in which they can move, dance, and rhythm for the development of children's abilities such as: feelings for music, expression, memory skills, coordination of movement, a sense of beauty and so on have a certain degree of improvement, so rhythm should not be underestimated, the semester we are still committed to the language teaching and research group of teachers of music activities rhythm class seminar, the teachers of the language teaching and research group.

Next, I would like to talk briefly about my feelings in this teaching and research class.

First of all, "wash the handkerchief" is a lively and interesting activities, handkerchiefs are indispensable to our children's life in the park, so the handkerchiefs are closely linked to the children's life experience, but the children just use the handkerchiefs to wipe their hands, and most of the children do not know how to wash the handkerchiefs, the class I wash the handkerchiefs into a very happy thing, create a handkerchief washing scenario in the real scenario to let the children feel that the children have a sense of the importance of the handkerchiefs, but the children do not know how to wash the handkerchiefs, the children can not feel the handkerchiefs. In this lesson, I made washing handkerchiefs a very happy thing and created a scene of washing handkerchiefs, in which the children can feel the happy mood of labor in the real scene.

Secondly, according to the small children's mobility, fun, good imitation, attention is easy to shift the characteristics. I've adopted a step-by-step approach in my teaching activities so that they don't find the activity boring. In a relaxed and happy atmosphere, the children do wash the handkerchief when rubbing, wringing, drying action, feel the fun of rhythm.

Once again, the whole melody, because the music exists fast and slow, there is a goal to let the children distinguish between fast and slow music, so in the activity focus on letting the children listen to the music many times. According to the age characteristics of young children, if the attention is completely focused on listening, it will inevitably affect the children's movements. In order to let the children hear the speed and slowness of the music in the repeated listening without being boring, I followed the music in the handkerchief washing. I follow the slow rhythm in the music wash handkerchiefs, guiding the children to do one beat to wash handkerchiefs on the scrubboard action, and rhythmic language prompts, help children to distinguish the music, but may be more time-consuming to distinguish between fast and slow rhythm of the link, you can be more concise and clearer.

Finally, when learning the action of washing handkerchiefs, you can use a variety of ways to guide children to consolidate the action. For young children in the wash when the rhythm is not strong, rubbing action is not very good, I guide the children to rub a little stronger, follow the rhythm of the music wash, wash the handkerchiefs clean and other prompts to guide the children to focus on washing the handkerchiefs, and finally let each child to take a good piece of handkerchiefs, their own experience of the fun of washing the handkerchiefs in the activities of the last culmination can be seen in the children are very happy, and the children are eager to try to wash in front of everyone. In front of everyone to wash, this desire is also satisfied by the teacher.

In this rhythmic teaching, from the use of charts to create a scenario, listening to music, it is a small challenge for the children, so I guide the children to listen to pure music when listening, but also with the music of nodding or clapping to feel the rhythm of the music, the children will be easier to distinguish. However, in the whole activity, the teacher's transition language is rather poor, and lacks a certain attraction to the children, especially the small children, so in the next activity, we need to use more transition language, in order to make the whole activity coherent and not disjointed. It is a good opportunity to learn from the collision of ideas among teachers in the teaching and research class, so we have to seize such an opportunity to make ourselves grow faster.

Kindergarten Rhythm Teaching Reflection Part 8

This is the first time since the new semester that I have shown my class in front of all the teachers and leaders, and there is a little bit of anticipation in my heart, and a hint of nervousness.

Before the activity, I made more preparations, designed the chart, recorded the music, in the grinding process, although everyone is very busy, but the master and the teachers of the first grade group still take time out, very attentive to guide me, and even at dinner time, the master is still teaching me how to deal with which link will be better.

At the beginning of the activity, I was relatively successful in drawing the children's attention to the pictures and guiding them to have a preliminary understanding of the blacksmith. When enjoying the music, I let the children enjoy it with a purpose through some questions, guiding them to know the musical structure of ABA and to associate how the blacksmith makes iron according to the music. In the segmented appreciation and creation, the teacher made full use of the chart, guiding the children to distinguish the lightness of the movements and the speed of the rhythm according to the size and number of hands, fire and hammers in the chart. Based on the chart and the teacher's explanations and demonstrations, the children were basically able to perform according to the musical rhythm of the musical segments in a coordinated and cooperative way. At the end of the music, I also asked the little blacksmiths to appreciate their work and feel the joy of success. Finally, when I asked the children to perform in full, I guided them to invite a teacher to perform with them, and the children were all very happy to perform with the teacher.

During the activity, my mood was quite high, and I also drove the children's . I was quite emotional during the activity, and I also drove the children's emotions, and the children were infected with each other, so that the activity had a very good atmosphere. Of course, there are many shortcomings in the activities: I threw out some of the problems, to the end and did not solve, such as I appreciate the music before asking the children: "Listen to see, this piece of music can be divided into a few sections", but in the end, I just emphasize that the children of this piece of music the first paragraph and the third paragraph is the same, the middle of the middle is not the same as the musical structure of this ABA. The structure of the music is ABA. Also, my voice was rather high during the activity, but I could have used body language instead. In addition, I didn't show enough manners when asking questions, and sometimes I used my hands to point at the children when I wasn't paying attention. Although there are a lot of problems, but for as a job only half a year more than me, can dare to try a difficult class, but also on the self a kind of try and challenge, in the process of grinding class is my learning, the process of moving forward, but also thanks to the master of my encouragement.

Kindergarten Rhythm Teaching Reflections Part 9

Physical rhythm is the core of the music education system created by the Swiss musician Dalcroze. Somatic rhythm is to listen to music at the same time, the body movement to experience music, and this experience into feelings and cognition. The teaching process of Somatic Rhythm is based on the synthesized impressions of sound and muscle sensations, constantly reinforcing the intrinsic connection between music, hearing, kinaesthesia, emotion and thought. The emphasis is on the experience of the music, which is fundamentally subordinate to the music. Through the physical rhythm can provide a strong influence and stimulation to a variety of senses, can mobilize students to devote themselves to music activities, prompting them to fully feel and love music. At the same time, the rhythm and strength performance of music can be found in the human body movement, muscular system, the body is the first carrier of rhythmic experience, the rhythm as a special force in music education, the movement of the human body as the external expression of music rhythm. There is a wide range of potential for physical rhythmic education, and this advanced educational concept should also be able to be widely used in our elementary school music education practice, the following, is the author in the teaching activities of some of the attempts and experiences:

1, the physical rhythm in helping students to master the rhythmic time value in the use of

Rhythmic time value in music lessons The mastery of rhythmic timing in music class is a difficult task for students, especially in the lower grades. In this activity, first of all, the carrier of learning music is related to the students' lives and is something they are interested in, and at the same time, through the game activities, further awakening the children's awareness of the musician and musical instincts. On the other hand, the teacher can consciously cultivate the students' personality and temperament, develop their imagination and creativity in the relaxed order and atmosphere of the game. It makes students feel that they are a performer rather than an instructed person, which is very favorable to increase the interest in learning. It has been proved that through the activities of the lower grades to master the rhythm of the difficult points, has a very good teaching effect.

Teaching in the form of performance games, the teacher first language to arouse the interest of students: "Children, the forest is going to have a gala, we are all dressed up as small animals to perform programs." The teacher showed the hen headdress: "How does a hen lay eggs?" Students answered: "Cluck da," the students collectively practiced and imitated the action, and then appeared in turn puppies, lambs and other animals in the rhythmic pattern of the students were asked to imitate "woof woof" "baa-" and so on, and imitated their own imitation. "etc., and their own imitation of animal movements, the requirements of the activities must be in line with the rhythmic requirements, and the rhythm of the music at the same time and the rhythm of the rhythm. Finally, a variety of animals for rhythmic chorus, students in the music accompanied by polyphonic rhythmic exercises.

2, the role of physical rhythm in training students in the concept of pitch

Training to correctly grasp the pitch pitch of the teaching is a relatively boring teaching content, especially for the lower grades of the students, they are difficult to understand the interconnection between the sound and the sound of the use of the principle of physical rhythm of Dalcroze, the use of the students own Adopting Dalcroze's principle of body rhythm and using students' own body position to feel the height of the tone is the most acceptable method for children. Let the pitch of the tone and all parts of the body constitute an effective link, in the continuous body movement, to achieve the purpose of training pitch and pitch. At the same time, various rhythmic imitation movements are added to the game process, alternating with listening activities. The design of this step is based on Dalcroze's principle of experiencing music with different teaching media to deepen the development of musical ability and the application of transfer gradually. Students in the use of their own physical activities to grasp the initial pitch based on the use of different rhythms of music to imitate the movement and listening activities to form a dynamic change, from the objective to further increase the difficulty of listening to training, so that students to achieve the consolidation and improvement of the process, constituting a spiral structure of the course.

For example, in the process of teaching students to sing the d--d' scale, do squat down, re touch the knees, mi do in the seat, fa hands in the waist, sol two hands on the shoulders, la hands touch the head, si hands up, do' stand on a small stool. With such a simple and easy to remember method, let the students will pitch and physical activity naturally linked together, so that students in the control and movement at the same time actively grasp the concept of pitch and intonation, at the same time, in this activity can be combined with the students to listen to the defense of a variety of different moods and speeds of the music practice, listening to the defense of intonation and listen to the speed of the music alternating moods, after trying to get a better effect of the teaching.

3, the use of physical rhythm in improvisation

Dalcroze believes that: improvisation is a means to promote the development of musical thinking, but also one of the means to verify the level of musical thinking. In improvisation or performance, not only need to have a certain sense of music, but also must have a fluent musical thinking, to the simultaneous pitch, rhythm, timbre, strength and other issues to weigh and deal with, the most important of which is to exercise auditory judgment, sensitivity and creativity. Children through the music and the body combined with the rhythmic movement, constantly strengthen the connection between the body and the music, listen carefully to the music and the body contrast combined with the ability to produce and understand the expression of the music of the great power. Cultivate students to feel the rhythmic differences in music, the delicate feeling of the inner beauty of music and the ability to respond quickly, which in turn will enable students to obtain the ability to experience and express the mood and emotion of music.

Teachers give a proposition: "Autumn is here, the leaves on the trees are turning yellow, one by one falling down, imagine, if you are a falling leaf, how will you float down from the tree? And where would you float down to?" Students with the music to do falling leaves fluttering movement, until the music stops students to put a shape, the teacher asked students one by one to float down in what place.

The physical rhythm in teaching has a wide range of applications, is very worthy of in-depth research and exploration of an educational field, but to really use it properly, really let the students in this activity to improve the quality of music, but also need to teachers long-term, in-depth research and practice, and continue to look for new breakthroughs under the correct educational ideas, and constantly innovate and enrich the means of education in order to make the educational concept in today's education to play the most important role in the development of a better understanding of the concept of education. The concept of education in today's education to play out the greatest function.

Description of the scene, found that the problem:

The small class of young children have just left the family, into the collective life, the collective concept of organization is still a blank. Organize this group of freshly weaned children for collective activities is even more difficult to do. The first time I saw this, I was able to get a good look at it, and I was able to get a good look at it, and I was able to get a good look at it, and I was able to get a good look at it.

Reason analysis, problem solving:

Until after the music activity rhythmic movement "hair, shoulders, knees, feet", I initially tasted the joy of success. In the activity I first show vivid pictures, these pictures are enough to fully attract the children's attention; at the same time I use exaggerated language to stimulate the children's interest. Then I gradually introduced the lyrics, let the children hum along with some simple actions, coupled with the teacher's own infectious force, let the children learn the song without realizing it, and a good interaction was thus created! The first time I saw this, I thought it was a good idea to use it as a teaching tool for the younger children, and I think it's a good idea to use it as a teaching tool for the younger children.

Theoretical support:

With intuitive teaching aids, vivid images and even exaggerated language and body language to attract children's attention, and their own infectious power to infect the children's emotions, so that we can make the activities more exciting, so that the children to get a greater harvest!

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