Reflection on French teaching

Part 1: Reflection on the French Teaching

"French" is a French song with a rhythmical and waltz style. During the teaching process, I found many shortcomings. In the process of group cooperation, I did not take into account the differences of students. In this process, we should emphasize the difference in the group, and bring them to the relatively easy students. In the process, strengthen the habit of listening carefully to students and make the class more orderly. In the course, I feel that I have the following two points:
1. Know the horn. I showed a picture of the horn and let them know what the horn looks like. Then I used the first person to introduce them to the horn: "Children, hello, I am French, I have a name called the horn... "The children listened very well and were very happy. Let them know the French number, let them do the French movement, listen and blow, as if the sound is blown out by themselves, and the students' interest in learning is also very high.
2. Group songs and perform. In this session, the enthusiasm and creativity of the students are fully mobilized, and this aspect also cultivates students' sense of cooperation.

Part 2: Reflection on the French Teaching

The song "French" is short and succinct, catchy, and the lyrics and tones are vividly imitating the French, which deeply attracts the children. In this lesson, I will focus on: sing the strengths and weaknesses of the three beats. And sing the characteristics of the song broken and connected.
First of all, I ask for the strength of the song for the song, and most of the children can accurately capture the law of strength and weakness. In order to let them master the strong and weak beats, I guided them to take weak shots in various forms, such as: pat the legs, pat the shoulders, beat the belly and so on. The students have a very good grasp and a high level of interest. But here I overlooked a little, not just the right to guide them to let them bring their faces to clap their hands.
Secondly, in the process of reading the lyrics, bring the lyrics into the strong and weak, and bring in the difficulty: "That is my French number." I propose to read it separately and listen to what I read 2 words longer. By listening to them, they soon discovered that the words "I" and "Fa" were dragged longer. When they found out, I asked the class to read it together and let the children pay attention to what the rhythm of this place should be. So they quickly broke this difficulty.
When I was singing songs, I used a variety of singing styles, boys singing, girls singing, and chorus. Another difficulty in this lesson is to sing the feeling of broken songs and connections. Here I use demonstrations, comparisons, etc. to listen and see. Feel the feeling of broken and connected songs, and then ask the students to sing alone, and then ask the whole class to sing this sentence together, and guide the children to sing the song very quickly through various ways.
After learning the song, I asked the children to perform songs based on the song, and added percussion to the song accompaniment and other ways to let the children further feel the song.
In order to learn this song, I slowed down the song a lot, but the speed of the music itself was very fast. I guided the students to speed up after learning the singer. The cultivation of students' study habits is very important, and it is not a day's work. The cultivation of students is long-term. Only a little bit of it is usually done to show it well in open classes.

Part 3: Reflection on the French Teaching

First, feel the song content in body language. The use of body language to express song content is both intuitive and intuitive, and helps students understand and remember the lyrics. At the same time, the students can express their creativity by expressing their understanding of the songs.
Second, the use of graphic spectrum, independent participation, learn to sing songs. The graphic spectrum allows students to visually feel the direction of the song melody and subtly feel the various elements of the song. The use of graphic spectroscopy can make students pay more attention to music and is one of the means to guide students to listen. Enable them to participate in the process of learning to sing songs.
Third, create lyrics, when students can sing songs with complete emotions, I let students imagine themselves as a little musician, adapt the original lyrics, confidently and boldly introduce their favorite instruments to everyone. The “creation experience” brings endless fun to the students, and also allows students to feel the joy of creative success.
In the teaching of this lesson, there are mainly the following shortcomings: First, the excavation in the song teaching is not deep enough, the students' understanding of the whole meaning of the song is not very profound, such as "Who is singing?" What kind of tone is used to sing? "That is my French number." What tone should I use? In addition, the singing form can be diversified in the teaching of songs, such as interface singing, naming singing, etc., so that the teaching has feedback, so that students can learn the bad places in time. Secondly, with the arrival of the new curriculum, the emphasis on the emotional experience of students is not obvious enough in this lesson. For example, in the teaching of songs, students should be inspired to sing with emotions. In addition, teachers should use more motivating language.

Part 4: Reflection on French Teaching

First, "instrumental performance" leads students to learn music.
I use the school band to have the advantage of the French number. In this lesson, I bring the French number into the class, introduce the knowledge about the French number, and let the students touch the French number, especially when the classmates play live. Immediately active, many students raised the idea of ​​learning the French number and achieved the teaching effect.
Second, "for all students" to promote the development of students' subjectivity.
Today's music class, let students take the dance steps of four or three shots, explore the sound source together, let each student participate in the activity as much as possible, and participate very well, the participation is very harmonious. The interaction between teachers and students and the interaction between students and students make each of our children feel the joy of cooperation from the music.
Third, ignited the spark of creation
The new curriculum standard points out that the purpose of music creation in China's small music curriculum is to develop and cultivate students' image thinking ability through music, so our teachers should maximize the creative potential of students. In fact, in the music activities I designed, many places provide students with creative space: for example, to explore the length of the sound, try to encourage students to boldly try different ways of tapping, break the traditional way of thinking, let students explore the ringing short Sound, let the double drum sound long. Another example is the creation of lyrics: When students can sing songs with complete emotions, I let the students imagine themselves as a little musician, adapt the original lyrics, and confidently and boldly introduce their favorite instruments to everyone. The “creation experience” brings endless fun to the students, and also allows students to feel the joy of creative success.
Fourth, expand and extend, enrich students' music knowledge
At the end of this lesson, I asked the students to listen to the sounds, guess what kind of instruments, and let the students see which members of the Western musical instrument family, and guide students to accumulate the vast world of music culture, which also fully reflects the student-oriented New educational concept.
In music teaching, our music teachers should not only face all students, but also pay attention to the development of students' personality, create a lively, flexible and diverse form of teaching, so that every student can participate in music activities and enjoy music. happy.

Part V: Reflection on the French Teaching

First, "games" lead students to learn music.
Games play a very important role in children's lives. Gorky once thought that games are the way children know the world. When teaching children in lower grades to learn music, the process of music learning becomes a fun game. It can mobilize the enthusiasm of students, concentrate their attention, enhance the interest of learning, and invigorate the atmosphere of the classroom. I designed "reading the name" and " Music games such as "circle" and "呱呱琴" allow students to play while they are playing.
Second, promote the development of students' subjectivity.
A core concept embodied in the new music curriculum is to change the way students learn, and let students explore and understand music through active participation and free exploration. Now teachers are the role of a designer, try to put as much as possible The music teaching process is designed into a music activity that is beneficial to students' active participation. Through the participation of various activities, students will feel that many knowledge and answers are their own exploration and experience, rather than the teacher directly tells them, so they are more satisfied.
Third, ignited the spark of creation
The new curriculum standard points out that the purpose of music creation in the Chinese music curriculum is to develop and cultivate students' image thinking ability through music. Therefore, our teachers should maximize the creative potential of students. In fact, many of the music activities I designed The place provides students with creative space: for example, the length of the exploration sound, try to encourage students to try different ways to tap, break the traditional way of thinking, let students explore the ringing of the ring.