Little Red Riding Hood Teaching Reflection

Little Red Riding Hood Teaching Reflection 1:

The song "Little Red Riding Hood" is a song teaching class for the second semester of music curriculum reform. How to let students master the breath method to better express the emotions of songs, and let students actively participate in music creation activities, reflecting the education of new curriculum reform idea. In the design of this lesson, I started with the textbooks, proceeded from the actual situation of the students, designed the teaching methods, broke through the key points and difficulties of teaching, and allowed the students to learn music knowledge skills and skills in a relaxed and pleasant atmosphere, and encouraged students to boldly carry out music practice activities.
In the process of vocal practice, the teacher uses a friendly language to stimulate students' interest in singing. Teacher: Spring is here, listen! The Lark is singing the spring, and she is reporting this message to you and reporting her. How pleasant her voice is! Let us sing beautiful springs with her! The teacher sang "la la la. . . . ." sang in a "quick suck" way. And guide students to imitate the teacher's singing method, imitate the crisp and sweet sound of the Lark, and use the brisk voice to actively bite the word to report the arrival of spring. Sing the mood of the children looking forward to the arrival of spring, let the students initially feel, imitate the singing method.
In the process of learning to sing songs, I first grasp the characteristics of students who like to listen to stories, give students a fairy tale about "Little Red Riding Hood" and express their thoughts to the students: What do the fairy tales tell us? The students listened carefully and answered questions. In the process of listening to the students, let the students feel the emotions of the songs and the content of the songs. Take the method of letting students sing to learn songs, and in the process of model singing, select the singing skills of songs through comparative method and inquiry method. Teacher asked: Which singing method can better express the taste of the song? Let students feel, experience and choose the right singing skills to express the mood of the song. In the follower melody of the teacher, let the students carefully observe the characteristics of the phrase? Compare the differences and differences of phrases with contrast. In the process of learning to sing a song, take a variety of forms to learn. The interest of the students is very strong.
In order to stimulate students' creative passion and encourage students to participate in music practice activities, I combine the characteristics of songs to create opportunities for students to express music performance, which is welcomed by students. The teacher said: Today we learned the happy and lively foreign children's song "Little Red Riding Hood". Next we want to create a song for this song, you can adapt the lyrics for the song, you can also join the plot to perform, you can also use your own percussion music to accompany the song and so on. See who is most active in thinking, who is the most exciting performer, and who has the most imagination. Under the guidance of the instructors, the students freely combined the story performance group, the lyrics creation group, the instrumental music performance group, and the continuation story performance group. The students' interest in creation is very strong, and they are grouped and displayed, and teachers and students conduct comments. The students ended their music class in a cheerful mood.

Little Red Riding Hood Teaching Reflection 2:

"Little Red Riding Hood" is a song in the fairy tale class, the tunes are smooth and active. It is a song that children prefer. This lesson is “scenario-centered” teaching, and “emotional as the main line” to carry out classroom teaching, creating a relaxed and pleasant classroom atmosphere, so that students can feel the music in the “learning middle school” in the vivid and vivid situation. Get an emotional experience. In the teaching, I made vivid courseware and used a series of situations to attract students' attention. Because the lower grade students have the characteristics of curiosity, love and imitation, I use multimedia to show the fairy tale kingdom through the fairy tale kingdom. A series of activities stimulate students' interest in learning, using animation, slogans, reading stories, imitating movements and other teaching links to attract students' attention, feel music, and listen to music while telling stories in the process of reading stories. I knew the story and listened to the music, and paved the way for learning songs in the subtle. In the process of learning songs, I can learn songs faster because I have heard the melody many times before. After learning the song, I designed the teaching link for the dance performance of the song, but during the performance, I found such a phenomenon: the students with good music in the class always grab the "protagonist", while some students with good performance ability Sitting in the seat, I didn’t move, but their little eyes clearly showed infinite yearning, so I let the enthusiastic students perform on stage, and for the classmates who didn’t have the courage, let the whole class do it together, so the students were very happy. Participate in the activity, you can feel the music with simple movements, and perform dances with your own movements.
When students answer questions, I will give positive and encouraging evaluations. When listening to music and performing with individual students, they can guide students to use clapping and other movements, and at the same time cultivate a sense of cooperation. With students as the main body, the design of rich practical activities, let students play in middle school, play in school, the classroom is full of music. Through the comprehensive use of appreciation, singing, performance and other means to cultivate students' aesthetic quality and aesthetic ability. The teaching implies moral education for students, and gradually develops students' ability to distinguish and protect themselves.
In some places in this class, I think I should pay attention to it: If you pay attention to the timing of each link in teaching, it should be reasonable. Accept the songs in a fun way, let the individual students sing and see how the situation is mastered! The lyrics are not in the second-grade mastery. When I teach the whole song, the students sing less than ideal. If I only choose one or two sentences to teach, the students may master better.

Little Red Riding Hood Teaching Reflection 3:

In the teaching of the song "Little Red Riding Hood", I designed the teaching link for the scene performance of the song. However, during the performance, I found such a phenomenon: students with good grades in the class always grab the "protagonist", while some students with good performance skills sit still in their seats, but their small eyes are clearly revealed. Unlimited yearnings... This makes the event unbalanced, and I want all the students to participate in the music event. I took a chance to show two paintings, and asked the children to compare which one is more vivid? The students said that the first one is good. I deliberately asked why, the students said: "The second painting is only a little red-haired, grandma, and wolf. The first one is painted with houses, flowers, grass, trees, Birds and so on, look more beautiful." I said, "Yes, although these are only supporting roles, but with them, the pictures are more abundant. If we add them to our performances, they will be more vivid. Are there any children in our class who have not joined us? Games, are you willing to make our performances more vivid?" As a result, the enthusiasm of the students has all been mobilized. With the flow of music, the children are immersed in their own roles and receive very good results. effect. Therefore, I think that the creative thinking mode and flexible resilience of teachers in the process of music teaching are very important. It enables us to successfully reverse the passive situation of teaching and make teaching activities go smoothly.

Little Red Riding Hood Teaching Reflection 4:

There is a lesson in the second grade music textbook of this semester. I have a nice song. I know that my child is very interested in this class, so I am seriously prepared to give my child a wonderful music lesson. .
When I was in class, I wore a red handmade hat and asked the children: "Do you find that the teacher often has something different today? They saw that I wore a hat and I like it.
I said a few words: "Well, let's dance a hat dance with the teacher." The students immediately pretended to pick up the "Little Red Riding Hood" in their hands and danced like a teacher.
After the rhythm, I asked the students to put down their hats. I asked, "Do you know the story of Little Red Riding Hood? Then please tell us this story!" I invited a class with good grades. Girl. When she finished, I let the children watch the cartoon "Little Red Riding Hood". The class suddenly calmed down and the students focused on the big screen.
After watching it, I imported the song "Little Red Riding Hood" that I learned today. The students quickly learned the song "Little Red Riding Hood" with great interest and enthusiasm.
In the next section of the musical "Little Red Riding Hood", I asked students to design the three endings of the story and group them in limited time. The first group not only performed very well, but the time was just right. However, when the second group performed on the stage, there was a serious overtime problem. If the effective and reasonable method was not adopted, the other groups would lose the opportunity to perform. However, it must be a suggestive student who does not reveal the traces. So, I used the second aid tips in the classroom: I have not yet to renew the law. I gently walked onto the podium and found a suspense point. I said to everyone: "This group of students is performing a TV series "Little Red Riding Hood". They perform very well. If you want to know what happened later? Look at the next decomposition. At the beginning of the next lesson, let's let them finish the next episode. "In this way, time is properly arranged.
Then, I introduced the student's activities to the climax, and took the students to play the game of passing the hat in the music of Little Red Riding Hood. A little Red Riding Hood alternately passes in the hands of the students. Whoever has a hat in the hands of the music stops, whoever has to perform a music program. The cheerful laughter of the students filled the classroom, and their music cells were also active with the hats in their hands. They sang along and passed on, and their interest was high. The song was consolidated in the invisible.
As we come to the end of this lesson, I am evaluating the performance of the students in this class. At this moment, I suddenly saw a student who was lowering his head and writing something on the table. I walked away quietly and found that the student was painting "Little Red Riding Hood" and painted vividly. However, painting at this time is obviously out of date, so I used the first aid in the classroom three tips: the boat. I picked up his painting and came to the podium. Say to the class: "xx students are painting for the best classmates in our class today. Now he is going to give him the painting himself." This double-edged approach not only makes the students understand that the discipline of the class is important. More importantly, let the painter in the class know that he is wrong. And he also took good care of his face and protected his self-esteem. Finally, I played the music of "Little Red Riding Hood", let everyone sing a song, and danced out of the hat and danced out of the classroom.
Students are living individuals, which determines the unpredictable response of students in the classroom. Sometimes it is often unexpected to the teacher. At this time, using the first-aid tips in the classroom properly can make the classroom vibrant and avoid unnecessary embarrassment.
Curious, active and the nature of primary school students. In the classroom, even if it is a small little thing, students will not be able to control their emotions and boil. In particular, aesthetically pleasing and dynamic subjects like music require a variety of activities to enrich the classroom. Therefore, classroom order is more difficult to regulate. At this time, teachers need to have sufficient resilience, guide students, guide students' interest and attention into the "right track", and let students gradually develop good study habits in a relaxed atmosphere.
At the beginning of the lesson, I asked the students to bring the props into the classroom. The students' fun nature was immediately provoked, and the hat was put down. However, when it came to the self-made musicals, there was a problem of student performance overtime. The teacher used the well-known method of playing the serials in time to set a suspense for the students and activated them. Their desire to detect. Give them a small expectation.
After that, I will guide the student's learning process into the game and enter the climax. The students realized the pleasure of learning.
Students who are interested will naturally learn well. Teachers' guidance in the classroom, teaching, and language will stimulate students' interest and infect students' emotions. Teachers can only make progress after rethinking after class. I am quite satisfied with this class, so I will write down to communicate with you and hope that my teaching can be further improved.

Little Red Riding Hood Teaching Reflection 5:

The second grade teaching content "Little Red Riding Hood" is a cheerful and lively Brazilian children's song. This fairy tale is also popular among students. The teaching objectives of this lesson are: sing "Little Red Riding Hood" with a light voice and affectionately; learn to sing a singer; guide students to perform according to the lyrics improvisation. In order to achieve the teaching goals well, I use the following methods to start teaching:
1, fairy tale import, create a situation.
"Little Red Riding Hood" is a fairy tale that students are familiar with. In the introduction process, ask a student to talk about the story of "Little Red Riding Hood". Other students will add it to make the students enter the fairy tale situation and summarize Out of Red Hat's wit, bravery, lively, and lovely character, prepare for song learning.
2. Understand the story and learn to sing songs.
After understanding the story of Little Red Riding Hood, the students will appear part of the story in the form of lyrics to help students better understand the lyrics, and students can read the emotions of the lyrics more easily. In the process of learning to sing, students can learn the lyrics independently according to the rhythm of the song, and can better listen to the singing words. They have a good grasp of the pitch and rhythm of the song, and can express the happy and lively image of Little Red Riding Hood with a light voice.
3. Use the melody line to learn the song singer and understand the song image.
The first four phrases of this song are in the form of 1 2 3 4 5 3 1 natural scales. I will mark these notes in
On the blackboard, students are asked to connect the notes with a curve to form a melody line. The students draw the famous melody line with their hands and listen to the lyrics of the notes. I remind the students: What are the characteristics of this melody line? ? What does it feel like? Most students realize that the melody line is like the Little Red Riding Hood walking on the rugged mountain road to visit the grandmother. This way the students are willing to accept. In the first and third phrases, there is a 1-1 octave big hop, and the melody line also shows a large span. I remind the students: What lyrics appeared in the treble 1 position? It shows that the grandmother's family is far and remote, so the long-span interval is used. Students can understand the lyrics and listen to the vocals to better grasp the pitch. With the form of melody lines, not only the learning of song naming is more lively and interesting, but also enables students to understand the song image more deeply.
4. Impromptu creations to enhance performance.
On the basis of learning to sing and understand the image of the song, students are asked to work in groups to create an action performance for the song based on the content of the lyrics, and the teacher conducts patrol guidance. In the process of creating and editing, most students are more able to create simple action performances based on the song content, but not enough image and vivid. I remind students: Little Red Riding Hood is a lively and lovely child. What is the mood when she walks on the road? How should it behave? It is necessary to follow the song beat performance. Students show a variety of forms of action at my prompts, and the results are better. Re-directing: What was the mood when she was worried about meeting the wolf? How should it behave? Students show nervous emotions and use their hands to embrace their shoulders and small steps to express nervous emotions. Finally, I guided: Little Red Riding Hood visited my grandmother and went home safely. What did it feel like to enter the sweet dreamland with my mother? How should it behave? Students show sweet, happy expressions and movements. Through my guidance, students can create song performances based on the content of the songs, enhancing the expressiveness of the music.
The shortcoming of this lesson is that there is no more space for students to sing. The students did not sing for a long time to guide the lyrics and song performances through the melody line. In the future teaching, attention should be paid to make the teaching process more reasonable.

Little Red Riding Hood Teaching Reflection 6:

The second-grade classmates love to sing, love to jump, like to perform, and also like to watch performances. In this music class, I used the children's hobbies to carry out teaching, let the children experience the music situation, feel the music dynamics, stimulate students' musical interest, and encourage them to express their songs boldly. The song "Little Red Riding Hood" in this unit is very interesting to children, so I am seriously prepared to give my child a wonderful music lesson. I asked: "Do you know the story of Little Red Riding Hood? Then please tell us about this story!" I invited a girl with good grades in the class to introduce the song "Little Red Riding Hood" that I learned today. "The students quickly learned the song "Little Red Riding Hood" with great interest and enthusiasm. Then, I brought the student's activities to a climax, and took the students to play the game of passing the hat in the music of Little Red Riding Hood. A little Red Riding Hood alternately passed in the hands of the students. If the laughter was full of classrooms, their music cells were also active with the hats in their hands. They sang along and passed on, and their interest was high. The song was consolidated in the invisible. Finally, I played the music of "Little Red Riding Hood", let everyone sing songs, dance and enter the climax. The students realized the pleasure of learning. Students who are interested will naturally learn well. Teachers' guidance, teaching, and language in the classroom will stimulate students' interest and infect students' emotions.