Music training log

Music Training Magazine (5 comprehensive articles)

Everyone is familiar with diaries in daily life or work and study. Time flies and a day has passed. I believe you have many feelings. It's time to keep a diary seriously. But how can I keep a diary to shine? The following is my collection of music training logs (generally 5), which are welcome for your reference and I hope to be helpful to you.

Music Training Log 1 As a junior high school music teacher, through my teaching accumulation, I think music classroom teaching is a process of training and mastering knowledge and skills jointly completed by teachers and students. In this teaching process, in addition to relatively simple knowledge and skills, more is the education of artistic beauty consciousness, which is what we usually call aesthetic education. This kind of aesthetic education runs through the whole process of music teaching, which plays a decisive role in enhancing the effect of music teaching, cultivating students' all-round development, guiding students to understand music from the deep heart and express their emotions.

First, pay attention to the structural beauty of teaching content.

Classroom teaching with perfect structure and reasonable layout can not only bring students the pleasure and enjoyment of seeking knowledge, but also have great influence and edification on teaching itself.

First, pay attention to the beginning and the end. As the saying goes, a good beginning is half the battle. Teachers should design a unique beginning according to what they teach. The ending is also very important. Don't be anticlimactic, leave room for students to think and imagine.

The second is to pay attention to the use of emotions. Teaching is an art, which always runs through emotional clues. Aesthetic education in music teaching mainly exerts a subtle influence on people's hearts and emotions. Teachers must enter the role in the classroom. The process of music teaching is also the process of emotional communication between teachers and students. Students' psychological state and mood in class are largely restricted by teachers' psychology and mood. Therefore, teachers should be good at adjusting their emotions and not keep a straight face. In addition, we should pay attention to the relationship between elegance and vulgarity, density, discontinuity and continuity, theoretical teaching and demonstration performance in the structure of classroom content, so that classroom teaching presents colorful and curvy beauty, and students can be influenced by art in a beautiful structure and gain knowledge and nutrition.

Second, pay attention to the beauty of the atmosphere of the teaching environment.

Atmosphere refers to the special atmosphere or mood shrouded in a specific occasion. As the giver and receiver of knowledge, teachers and students must form a good, positive and effective teaching atmosphere in order to achieve the ideal teaching effect. A good classroom atmosphere is beautiful, and it can also make the subjects of teaching and learning have emotional blending and ideological singing.

The beauty of the atmosphere in music teaching class should be: active but untidy, quiet but dull, nervous but boring, happy but relaxed. The beauty of classroom atmosphere is a silent medium to convey art, an invisible key to enlighten wisdom and a potential force to cultivate morality. It plays an invisible auxiliary role and can achieve remarkable teaching results.

Creating the beauty of classroom atmosphere has a certain relationship with teachers' own artistic accomplishment, educational theory level, knowledge structure ability and even manners. First of all, if teachers want to actively control the classroom and stimulate students' positive thinking and discussion in the classroom, they must prepare lessons carefully. In teaching, it often happens that students suddenly ask some questions that are often unexpected by teachers. At this time, if teachers have a wide range of knowledge, prepare lessons adequately and can answer students' questions satisfactorily, then students' psychology will be satisfied and the classroom atmosphere will become warm. Secondly, attaching importance to students' personality, inspiring students' intelligence and stimulating students' interest in learning is also one of the important contents of the beauty of classroom atmosphere. Once students are interested in the subjects they study, they will give full play to their initiative and enthusiasm. Strong interest often becomes the motivation for students to study hard and overcome difficulties bravely. Furthermore, create an emotional field, create an environmental atmosphere that can make students emotionally infected and psychologically experience, and let students enter the classroom learning role as soon as possible. Let students absorb the nutrition of art in a beautiful atmosphere.

Third, be good at infecting students with language beauty.

Teaching language is a medium for transferring knowledge and exchanging information, which plays a direct role in teaching and learning. Paying attention to the beauty of language in teaching is an important part of aesthetic education in music classroom teaching. Language is the first element of communication between teachers and students. Clear intonation and beautiful and fluent language expression can often arouse students' love and positive emotional response, and also easily stimulate students' imagination and curiosity. The beauty of classroom teaching language has the "magic power" to control and guide students' learning. Therefore, music education should pay attention to the beauty of language if it wants to make its classroom teaching activities achieve the expected purpose.

The beauty of language in music classroom teaching first requires teachers' language to be accurate, concise, concise and easy to understand. On this basis, I try my best to be vivid. When I analyzed the musical elements in class, I called out the rhythm, melody and timbre of the musical skeleton, and the students were familiar with it. They soon understood the various elements of music.

The linguistic beauty of teaching not only refers to spoken language, but also includes paralanguage and body language. The so-called paralanguage refers to laughter, crying, groaning, sighing and other sounds; Body language refers to facial expressions, nodding, shaking head, shrugging, gestures and other actions, collectively referred to as companion language. This is also an important part of the beauty of teaching language.

In short, music classroom teaching and aesthetic education not only include the above three aspects, as aesthetic education, everything should be carried out in all aspects of the whole music teaching process in accordance with the laws and characteristics of beauty. Let students acquire knowledge in the beautiful situation, accept the influence of aesthetic feeling and cultivate the creativity of beauty.

For a long time, there is still a traditional and solidified concept in music teaching, that is, teaching with students' own subject knowledge as a professional benchmark. It is often said that teachers should be "teachers", but the connotation of "example" in "example" is ignored. Teachers should lead by example, not only to complete a teaching process, but also to play an exemplary role in teaching.

Music classroom teaching is a process in which teachers and students jointly complete knowledge and skills training and mastering, but more attention should be paid to the role model and demonstration that voice teachers should have. If classroom teaching is only regarded as a single process in which teachers impart knowledge and skills to students, it can be said that music teachers lack the connotation of "example and demonstration".

For example, in the teaching of music appreciation course for music education majors in the past, most teachers once regarded "teaching content" as the core of classroom teaching and regarded classroom knowledge imparting as a process that should be completed. It should be said that this is not a perfect teaching purpose. First, it limits students' cognitive ability; Second, it limits the attention to the development of students' abilities other than cognitive ability; At the same time, it also ignores students' learning orientation and direct concern for teachers' words and deeds, including teaching attitude, extensive knowledge, personal artistic charm and solid professional skills. , including teachers' own exemplary role.

With the deepening of quality education, under the guidance of new curriculum standards, music appreciation class plays a very important role in music teaching in ordinary schools. We should attach importance to emotional experience and emotional communication in classroom teaching, influence students with self-identity and role in teaching, and take our own demonstration as a mirror for students.

With the deepening and advancement of curriculum reform, music teachers' educational concept, artistic accomplishment, knowledge structure and professional ability are constantly deepening and improving. In addition, in recent years, a large number of graduates from professional colleges have enriched the ranks of music teachers and greatly improved the overall professional level of music teachers. At the same time, in classroom teaching, teaching methods are becoming more and more flexible and diverse. The wide application of multimedia technology in music classroom has indeed brought infinite vitality and vitality to music classroom. However, the following problems have arisen. Nowadays, in more and more music classes, teachers' demonstration singing and performance have been gradually replaced by multimedia courseware. Over time, teachers' professional level and basic skills gradually deteriorated. Faced with this phenomenon, we music teachers should clearly realize that the demonstration significance and role of teachers cannot be completely replaced by multimedia. Therefore, in classroom teaching, teachers' correct demonstration is essential and very meaningful.

Music teachers should exude artistic charm and be full of artistic passion from the first class. Teachers' singing full of emotion and unrestrained performance will deeply attract students to imitate, learn, pursue and surpass. As a mirror of students, teachers should be good at influencing students with their own identities and roles, so that students can admire your solid professional knowledge and excellent basic skills and enjoy your music lessons.

Imagine what kind of beautiful artistic enjoyment a teacher who sings beautifully, dances gracefully and plays fluently will bring to students. How can students not love and worship a teacher with such good basic skills? If the music teacher can do every demonstration well, then the teacher's prestige in the eyes of students can be imagined. Similarly, the correct demonstration can enable students to experience the beauty of music, dance, piano sound and art, and at the same time obtain satisfactory psychological feelings, thus generating great interest in learning music. "Music Curriculum Standards" points out: "Teachers should guide students to love music, deepen their understanding of music, fully tap the beauty of music contained in their works, and arouse students' emotions with their own feelings about music; We should constantly improve our music teaching skills and convey the beauty of music to students with our own singing, piano sound, language and movements. We should be good at teaching in a lively way, so that students can get aesthetic pleasure in the artistic atmosphere and achieve the purpose of aesthetic education. "

Teachers "conquer" students with their extensive knowledge and solid professional skills, which can be described as "loving their teachers and believing in their ways". Only with profound knowledge and solid professional skills can teachers creatively guide students to solve problems, inspire students' thinking and guide students to learn music.

After this training, I gained a lot of new knowledge. I realize that classroom music activities, as an important part of middle school music lessons, are almost integrated into all aspects of music lessons, including games, sketches, performances, song performances, rhythms, dances, playing musical instruments and so on. Let children experience the joy of participation and innovation in activities and feel the charm of music art. In the process of imitating, experiencing and exploring music activities, students get personal emotional activities, which can't be replaced by any form of personal experience.

Middle school students are lively, expressive, imaginative and creative. The starting point of music activity design is to let students be free and unconstrained, completely out of their inner feelings and needs. It enables students to express themselves boldly and carefree in the world of music, fully arouse their enthusiasm, initiative and interest in learning, and enhance their participation.

The development of music classroom activities can develop the imagination, expressive force and creativity of primary and secondary school students, which is conducive to cultivating students' creative thinking, developing students' intellectual potential and making students become creative and pioneering talents. In the process of music teaching in middle schools, every music activity is a perceptual activity in which various sensory organs coordinate, which can stimulate students' interest in learning and improve their learning initiative. Music classroom activities reflect the new curriculum teaching concept of middle school students, with music aesthetics as the core, hobbies as the driving force, facing all students, paying attention to personality development, attaching importance to music practice, encouraging music creation, advocating subject integration, carrying forward national culture, understanding multiculturalism and perfecting evaluation mechanism. The construction of music classroom activity teaching mode embodies the basic concepts of full participation, teacher-student interaction, cooperation and exchange, independent inquiry and innovation.

After this "national training", I have a new understanding of the teaching of comprehensive performing arts: to understand the performing arts, we must first know its most fundamental things, and we cannot teach students without any knowledge. Irresponsible to students, irresponsible to their own careers.

As an integral part of human culture, comprehensive performing arts are closely related to other cultural elements. The origin of European drama and oriental national drama can be traced back to ancient sacrificial songs and dances. Whether people worship totems and imitate animals in primitive society, or the ancient Greeks dress up as sheep people to perform, or the Japanese perform in temple fairs, they all contain the elements of mass imitation, which is precisely the most important factor that constitutes drama. Even in modern drama and contemporary drama, it is still the basic feature of drama art for actors to imitate (play) roles in public.

Through this training, I am more aware of the importance of music education. The essential feature of "music education" is to cultivate people's sentiment and enhance people's realm. Confucius said "music" is broad, including music, dance, poetry and so on, which is roughly equivalent to our comprehensive performing arts today. "Yue Ji" holds that animals know "sound" but not "sound", ordinary people know "sound" but not "music", and only well-educated and literate gentlemen can know "music". "Music" originates from people's feelings, is the product of people's feelings stimulated by external things, and is the product of the development of human culture to a certain stage.

There is no end to learning, and middle school music education still needs us to study hard.

Music Training Log 4 Poets often say that "Kung Fu is above poetry". Art performers also have a famous saying: one minute on stage, ten years off stage. The same is true of music teaching. A good music teaching design lies in the fact that the designers of music teaching usually strengthen their self-cultivation, improve their quality, accumulate wealth and make full preparations.

Through the study in recent days, I think music teachers should first make it clear that the purpose of music education is to cultivate students' understanding of music, take aesthetic education as the core, infect students with the aesthetic feeling of music in the whole music teaching process, cultivate students' rich emotions in music, and let students gradually form healthy musical aesthetic ability.

In teaching, students should first have a strong interest in music and feel, experience and express the rich emotional connotation in music. Only in this way can students gradually like music and have a deeper understanding of music. We should actively guide students so that they can benefit not only now, but also for life. Therefore, we should educate and train students in many ways:

1, through the form of music appreciation, let students know and understand all kinds of musical instruments, and let students participate in their own practice, so that students not only have further contact with musical instruments, but also have a strong interest in all kinds of music in China. So as to improve students' musical aesthetic concept and aesthetic taste.

2. Stimulate students' interest and hobbies in learning music through colorful music teaching forms, enliven the air, and adjust emotions after intense cultural classes, which is beneficial to the study of other classes.

3. Try to improve students' interest in music learning through various methods.

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

As mentioned in the course, music classroom teaching is not what the teacher wants others to see, but what the teacher wants students to learn. The concept of the new curriculum is different from before, mainly caring for students' love for music. Therefore, a clear teaching object and teaching purpose is the premise of a good class. If learning to sing is the main purpose, you must sing well; The main focus should be on learning to sing; If the main purpose is song expression and artistic processing, we should work hard on the analysis of song connotation and the training of playing skills; If appreciation is the main purpose, it is necessary to do in-depth research in music appreciation, emotional experience, paragraph analysis and so on.

In short, the truly meaningful classroom teaching is dynamic, interactive between teachers and students (but by no means rehearsed in advance), and it is a contingency process with teaching plans instead of "walking around", designing and improvising at any time. This kind of teaching gives full play to students' dominant position, respects students' unique feelings, embodies the authenticity of classroom teaching, embodies teachers' teaching wit and teaching art, and embodies the dynamic generation characteristics of music discipline itself. Only by taking students as an important resource factor can students spark in the collision of teaching environment, teaching texts and the thinking of teachers and classmates, and classroom teaching can continue to glow brilliantly.

In recent years, with the diversification of primary school music teaching, various teaching forms have added a lot of elegance to primary school music classes. Among these teaching forms, game teaching plays a vital role in music class. Faubel, a German educator, believes that "games are a tool for children to know the world, a source of happiness and a means to cultivate children's moral quality, which can best show children's enthusiasm and consciousness in the process of playing games. Games are children's instinctive activities and a reflection of their inner world. " The game in primary school music classroom is different from the game teaching in other disciplines. It is not a pure game, but incorporates musical features. We call this special form "music game". "Music game" is just a means of learning music, and it is a game teaching with music as the main body. It must be accompanied by music to achieve the purpose of music teaching. In the past, music teaching in primary schools only focused on whether students learned a song or a certain music knowledge point. The classroom atmosphere is rigid, which makes students not interested in music lessons. What's more, it was considered a minor course at that time, and it didn't matter whether they listened or not. The long-term past will obliterate the instinct of children's all-round development. Then, if music games are added to music lessons, students can give full play to their imagination, make boring music knowledge lively and interesting, and greatly improve the quality of classroom teaching.

Below I will elaborate my four views on music games:

First, the particularity of music games Primary school music class is a unique subject. It learns by singing, dancing and playing, turning boring music knowledge into vivid game teaching, and the classroom atmosphere is relaxed, lively and happy. For example, learning scales, in the past music teaching, teachers only played the piano and students sang along. Now I use the game of "climbing stairs" to let students use their hands and feet together: hands go up one level, feet go upstairs, and then sing scales with the piano. Through this kind of teaching, students' learning enthusiasm is very high and they can master this knowledge point quickly and well.

Second, the fun of music games Music games play a role as a flavoring agent in music teaching, which can make the whole classroom full of vitality, and students can experience the fun of music lessons through music games. For example, when learning animals to talk, show pictures of various small animals and their walking movements. After class, put the animal headdress made before class on the students' heads, and let the students imitate the movements and languages of animals according to the headdress. As a game to regulate activities, its role is to enliven the classroom atmosphere, stimulate children's emotions, adjust the classroom order and improve students' learning enthusiasm. This game is fun-oriented, which can make the classroom atmosphere relaxed, eliminate students' fatigue and let students continue to actively participate in the next link of teaching.

Third, music games can give full play to students' subjectivity. In music class, students should be the masters, and let them give full play to their imagination. Every student is an active participant and creator of music activities, so that learning is no longer a burden. For example, "Twinkling Little Star" in Grade One uses multimedia to show the pictures of stars all over the sky, so that students can create their own actions to show the twinkling stars. Whoever performs well will get a beautiful star. Objective: To cultivate students' creativity, imagination and sensibility to music.

Fourth, in music games, cultivate students' participation ability. In music classes, there are often some timid students who are not good at performing. For such students, we can start with group games and then participate in groups, focusing on their performance. Through such a step-by-step method, these students can actively participate in the activities. For example, in the musical mime "The Story of the Fisherman and the Golden Fish", students like this can let them sing the following songs as a collective chorus first, and other students can play different roles according to their own preferences, so that the whole class can participate in the performance, thus realizing the fun of participating in the performance. To sum up, music games are a bridge for students to learn happy music lessons. Gorky once thought that "games are the way for children to know the world". Only by making children happy in the process of music games can they arouse their heartfelt love for music lessons. In music games, students can not only learn related skills and experience the joy of music activities, but more importantly, they can learn to learn and communicate with others in cooperation, thus exercising their courage and enhancing their self-confidence. Music game is a golden key for students to open the music hall, a bridge for children to learn music, and a pair of vigorous wings for them to roam the music world. As primary school music teachers, we should make continuous efforts to let students learn music, listen to the beautiful melody of music and feel the happiness brought by games.

;