Reflection on the teaching of the small road in the hometown

Part 1: Reflection on the teaching of the small road in the hometown

"The Road to Hometown" is a two-part lyric song. 4/4 3/4 beat, D Palace tuning, the whole song is divided into two sections. The first section of the sound zone is low and deep, starting with a weak start, and the tune is smooth. After jumping into the second passage with six degrees, the emotion gradually bursts. This song is to express to us a kind of faint memories of the hometown and deep love. The first passage of the song seems to be telling us a childhood story in a confiding tone. The melodic melody seems to break into people's hearts like this childhood path; the second passage It is under the pavilion of the first section, there are some ups and downs in the melody, the emotion gradually warms up in the dream of recollection, and the emotion of recalling the past and thinking about the hometown is confided out. What the "Hometown's Path" wants to express to us is not the strong emotions that spew out, but like a faint spring, and gradually convey the introverted and deep love to the bottom of my heart, which is memorable.
According to the analysis of the teaching materials, the main line of the design ideas of this lesson is based on the "strong hometown sentiment" as the emotional foundation, expressing the hometown feelings in the music situation and expressing the love of the hometown. The main three teaching sessions are designed:
1. Memories on the hometown road – introduce new lessons.
2, singing "The Road to Hometown" - learning songs.
3, vertical mining of different works of art, returning to "love" in the hometown
Music is the art of hearing and the art of emotion. In this lesson, the classroom is created into a musical situation with musical and emotional colors, helping children to engage in music activities, so that the aesthetic teaching of music always has a strong emotional color, so that the real scene blends. Based on this, I have established three key points of this lesson, namely:
1, the singer melody - feel the characteristics of the melody.
2, learn to master the rising mark - to understand its role in the song.
3. Inspire a rich emotional experience with songs.
In the practice of classroom teaching, I always feel that reading teaching is a difficult point that is difficult to grasp and must be grasped. Students have a certain ability to read and write, which is conducive to the development of teaching activities such as music performance and creation.
In the "Music Curriculum Standards", the requirements for reading music scores in the 5th and 6th grades are such that they can read simple music scores and can recognize common marks such as phonetic names and notes in combination with the learned songs.
As another means of expression of emotional extension, I firmly grasped the main line of "homesickness" and chose different works of art depicting my hometown. I felt the emotional expression of different works in listening and broadened the breadth and depth of students' cognition. Let the children know that the memory of their hometown is not only in the quiet road leading to their hometown, but also a small stamp, which is all about a visitor’s deep separation from hometown, the cloud of his hometown, and more It is another expression of passion. This is also an important thought and emotion that I try to convey to you: "When you come, you will be able to follow the path." “Returning to hometown” is the ultimate emotional return of the whole class.
In short: this class will eventually be realized according to the intended goals. Also received good results. In the study of music, I only hope that the emotional world of students can be infected and edified, and in the subtle influences, they will build love for their loved ones, for others, for all good things, and what we need to do is through various Effective ways and means to guide them into music, love music in the process of personal participation in music activities, so that they are subjected to noble sentiments in the world of truth, goodness and beauty.

Chapter 2: Reflections on the Teaching of Small Roads in Hometown

The songs involved in this lesson were created earlier than the students were born. The classical arias they learned were only learned through the current TV broadcast media or the oral communication of the elders, so they could not fully understand At that time, composers, singers and other people's creative intentions and creative background; then consider the students' preference for popular songs far more than these classic old songs. Based on these two considerations, I used the selection of materials, design classroom steps, and issued in advance. Pre-study, performance tasks and teaching methods make this class a smooth completion and are loved by students.
From the results of classroom feedback, the teaching of basic knowledge, the cultivation of abilities and the teaching objectives of emotional teaching have also been basically realized; the leading role of teachers and the main role of students have also been fully exerted, and bilateral cooperation is very tacit; The enthusiasm of students with different characteristics, the students' emotions are very high.

Chapter 3: Reflections on the Teaching of Small Roads in Hometown

"The Road to Hometown" is a song in the fifth grade textbook of the National Primary School. It shows the deep thoughts of the hometown. The students have no personal experience in this respect. How can the students "sing good" this song? In the teaching of this song, I grasp the following points to teach songs.
First, rhythm
The biggest difference between this song and the songs I have learned before is that there are two kinds of beats in the song. This is also the knowledge that students need to master - the beat. I want the students to discover for themselves, so when I first listen to the songs, I use the rhythm game. I follow the rhythm of the songs, let the students imitate the rhythm, and then let the students tell the rhythm patterns. In the end, everyone found that the two time signatures appeared in the song in the form of alternating sections. At the same time, the teacher plays the piano, the students come to accompany the students, help the students to familiarize with the songs, better grasp the structural similarity, and lay the foundation for the singing of the song.
Second, the mood of the song
Because the phrases in the songs are very similar, many students sang in the song singing process without any change, lacking the performance of the song mood. I first let the children segment the song according to the melody, knowing that the first half of the song is in the narrative, the second half is in the lyric, and the climax of the song is in the second half. However, the two phrases in the second half are not the same in the singing. How to make students better distinguish different strengths?
Let me first let students experience the climax of literary reading in aloud. I read aloud first, students follow, some students deal with the previous sentence is strong, the latter sentence is weak, some students deal with the previous sentence is strong, the latter sentence is stronger, they have their own reasons: first strong and then weak, better Expressing this kind of unforgettable thoughts on the hometown, first strong and strong, showing his incomparable strong thoughts on his hometown. I first affirmed their opinions and went on to say, "Classmates, we just dealt with the reading in the reading. The climax in music is different. It must be expressed by the melody. Let us think that the melody of the song is at the climax. What kind of characteristics? What kind of melody helps us to express our feelings in our hearts? Let's look at the melody of these two phrases. You can listen to it and think about it. How can it be better handled? In the end, under the guidance of me, the students agreed that the first strong and weak methods can better express the mood of the song, and the singing effect has been improved.
Third, the creation of activities
This teaching session is to enable students to create lyrics, cultivate their creative thinking ability and imagination, and at the same time stimulate students' interest in learning and cultivate a group spirit of cooperation.
Through this lesson, students participate in the activities, and each group performs well, showing the strength of the group, the difficulty, the focus has been broken in the game, understand the change of the beat and can create, I am inspired by the group to sing, create Students' creative ability and responsiveness.
In this lesson, let us all understand that it is not easy to sing a song, but we also know that as long as we are good at observation, good at discovering, willing to think, pay more attention to student participation and group cooperation, let the classroom live and move. . Our songs will sing better and be more beautiful!

Chapter 4: Reflections on the Teaching of Small Roads in Hometown

Music is the art of hearing and the art of emotion. What is the temperament of having a music lesson? This is an impression that everyone is very vague. Although it is very vague, it must be beautiful, and it is intoxicating to the music and intriguing. Of course, this cannot leave the unique expressions and characteristics of the music discipline.
"The Road to Hometown" is a two-segment lyric song, 4/4, 4/3 D-module, the whole song is divided into two sections, the first section of the sound zone is low and deep, starting from the weak, The tune was steady, and after jumping into the second passage at six degrees, the emotion gradually burst. This song is to express to us a kind of faint memories of the hometown and deep love. In the first passage, the song seems to be telling us a childhood story in a confiding tone. The melodic melody seems to break into people's hearts like this childhood path; the second passage is in Under the pavilion of the first section, there were some ups and downs in the melody, and the emotion gradually warmed up in the dream of recollection, and the true emotions of the past and the hometown were confided. "The path of the hometown" is like what we are expressing is not the strong emotions that spew out, but like a faint clear spring, gradually conveying the introverted and deep love to the bottom of my heart, which is memorable.
According to the analysis of the teaching materials, the main line of the design ideas of this lesson is paved with emotions of “dense hometown feelings”, expressing the hometown feelings in the music situation and expressing the love of hometown. The main teaching links are as follows:
1, the map is imported.
2. Singing "The Road to Hometown" to learn songs.
3. Inspire a rich emotional experience with songs. Digging out different art works in a portrait, and returning to the hometown of "love".
Singing is a direct experience of students' music level. A song will be more infectious after the student's vocal performance. The "Hometown's Path" expresses the deep thoughts of the hometown. The students have no personal experience in this respect. How to make students "Singing good" this song? In the teaching of this song, I grab two points to teach songs:
1. Through the aesthetic activities based on listening to music, expressing music and music creation activities, students can fully experience the beauty and rich emotions contained in the form of music sound.
In the first session, I listened to the music while listening to music, listening to music, listening to music, singing with music, listening to music, singing with music, and so on. The effectiveness of the work, made a good foundation for learning songs.
In the second part of the teaching, I changed the way of teaching and singing a sing in the past, because I think that students in this way are both monotonous and boring, lack of interest in learning, and undermine the integrity of the song. I asked the students to sing as a whole based on their ability to perceive the songs. They only taught and sang in difficult places. Because of the first step, the students learned the song very easily. In the emotional processing of the songs, I explained the way the students were able to sing the mood and strength of the songs through explanation, demonstration, guidance and practice.
The third link creates activities. I design a combination of songs, dances, and percussion instruments to allow students to fully create and express music.
2. The map is a highlight of this lesson. I designed the map of the song according to the content of the song, which appeared in the beginning of the class and in the class. The design course inspired the interest of the students to learn the song. The design class also guided and tested the mastery of the song. .
Reflecting on this lesson, I have a lot to improve:
1. Pay attention to the effectiveness of the classroom. In the design process, we must consider how the actual links are for teaching and serving the classroom. How to effectively break through the difficulties through the design of the links, not for the fancy and classroom visibility.
2. The speed of the teacher for the primary school students should be slowed down so that the students can understand and hear clearly.
3. The language of teachers in the classroom should also be diverse and vivid, especially the evaluation language.
4. The level of vocal music should be further improved.
Rethinking and summarizing the advantages and disadvantages of our classroom teaching is conducive to the further improvement of our teaching ability. I will continue to make progress and make myself progress!

Chapter 5: Reflections on the Teaching of Small Roads in Hometown

"The Road to Hometown" is the teaching content of the fifth unit of the ninth volume of the National Music Edition. This is a beautiful and lyrical song of two sections. 4/4, 3/4 shots, D-module, smooth and lyrical. The song expresses the inner feelings of people's memories of a beautiful childhood. After carefully studying the curriculum, based on the basic principles of student-oriented, the following teaching objectives are formulated:
1. Sing a song with a soft voice and express your love for your hometown.
2. Through listening and composing, comprehending the tempo, feeling the characteristics of the three beats and four beats; strengthening the understanding of the tempo.
3. Feel the characteristics of the tempo and strengthen the cooperation ability between the students.
According to the age characteristics of the students, I think this class is a music class based on singing. The focus is on singing songs with a soft voice, grasping the rhythm of three beats and four beats, showing the grace and lyricism of the song. I used the beat training and emotional processing:
First, compare the methods of listening. First review the three beats and four beats to command the graphic and rhythm characteristics, and then use the game method to find the regularity of the 3/4 and 4/4 beat beat rhythms in the song, and repeatedly practice to solve and digest this difficulty.
Second, the emotional processing of the song is the difficulty of this lesson. In this session, the concept of hometown is infiltrated from the lead, and then the song is processed from the lyrics. The lyrics of the music are used to guide the students to understand the charm of the lyrics. Experience the author's deep homesickness. This leads to the smoothness of the melody of the first passage, as the inner voice, highlighting the memories of the past.
The music of the second section is undulating and emotional, fully expressing the hero's thoughts on his hometown. And ending the sentence as if people are immersed in endless thoughts, love and sincere, endless songs. Let students understand and apply to the song.
Due to the limitations of the conditions, it is also a pity that the course does not have the ability to use courseware. There are two points for the professor of this lesson that need further improvement:
First, fully consider the time arrangement. In the link of the tempo, you should be concise and succinct, and grasp the time to process the songs more fully.
Second, strengthen the study of the second section. The second section is the climax part of the song. It is the main line of confiding with the feelings of love, and singing as the first master.
The above is my reflection on this lesson, I hope that the next lecture will be more handy.