Summary of the "active experience" music teaching mode

First, the research overview:

1. Research background

The new curriculum proposes a "people-oriented" educational philosophy. Teachers in the classroom teaching with students as the main body, using appropriate teaching methods to form an effective teaching interaction, in order to achieve a good classroom teaching effect. The new music curriculum advocates “taking aesthetics as the core”, which reflects the “people-oriented” education thought, which is based on the direct focus on the development of “people”. Therefore, teachers should grasp the new curriculum concept and grasp the classroom teaching in music teaching . Regularity, guide and stimulate students' aesthetic taste, improve their aesthetic ability, maximize the development of students' mental potential, and make them grow up healthily. The “active experience” music teaching mode is constructed and implemented under the premise of this educational and teaching goal.

2, the specific operation process of the model mainly includes four links: creating a situation - listening to the perception - performance creation - expanding the extension.

The study of the model mainly uses music classroom teaching as the carrier. Through appropriate teaching methods and methods, the music teaching presents a gradual and gradual process, and strives to realize the music classroom teaching : to stimulate students' desire for music learning and to guide students Feel the insight, keep abreast of the learning interest in the field of music learning, and develop your intellectual potential.

3. Implementation process of the research project: The research of the experimental objectives of the project is divided into two phases:

The first stage: XX years. 7-2010.8

The teaching method of creating a situation to create a learning atmosphere highlights its superiority of teaching : mobilizing the attention of students in a timely and effective manner in a short period of time. For example, before teaching Cantonese music, the teacher used multimedia to present the video related to the content: playing the live performance of the Central National Orchestra in the Golden Hall of Vienna. The impact of sight and hearing suddenly brought beauty to the students and inspired Students learn to understand the desire to listen to Cantonese music, so that students' initiative in classroom learning is enhanced.

2, the student's learning method becomes "superficial" to "deep", and is willing to take the initiative to deeply experience the music.

Music art is an art of hearing. The feeling of listening to music can be described as benevolent and benevolent. When listening to music at first, students often use their intuitive impressions and personal preferences to evaluate whether they are good or bad, fast or slow, and emotions are sad or joyful, and it is difficult to say otherwise or feel uncomfortable. However, the selection of each piece of music in the textbook has its typical characteristics. It is an effective way to improve students' aesthetic ability by being able to experience these works in depth. In teaching , teachers can only properly ask questions to guide students to experience the subtleties of music details, such as:

The folk music ensemble "Jiangnan Hao" began with some questions about teacher design questions: "What sounds did you hear? Which instruments are these sounds simulated? What kind of performance are they used for?" The teacher can effectively guide the students to pay attention to the instrument sound, its playing technique and the overall auditory impression, and then experience the expression of the music language through the characteristics of speed and rhythm; the second part is to analyze the speed of music gradually and gradually strengthen the foundation. Instruct students to experience changes in music mood and color, feel the changes in the dulcimer tone, and learn about its rich playing techniques.

Another example: In the lesson of the introduction of the "Dragon Teng Yuet", the teacher carefully selects the pieces of different drums to appreciate, from the contrast of the sound, the method of tapping, and the level of the orchestration to guide the students to feel the warm atmosphere. The teacher's description of the drum in a certain section is like this: the drums are played along the drums and the regular sound of the bamboo boards, forming a personalized sound background, while highlighting the drums and the rough and deep agitation. the sound of. The well-behaved drums are crisp and sweet, the rhythm is bright and colorful, and the gorgeous and smooth drums are in one go, showing a colorful and beautiful auditory effect. In addition, the vocals should be added to the icing on the cake, adding to the joy of joy. The sounds of all kinds of drums are perfectly blended and intertwined, making the playing part of this section clear, with a degree of relaxation and a clear hierarchy. Therefore, teachers can only carefully select the feature fragments to appreciate and design effective questions, and then mobilize the students' enthusiasm. Secondly, the teacher's emotional language description will guide the students to develop music. Give full play to imagination and creativity to actively appreciate and deeply experience and feel the music.

3, the effect of student learning becomes "timid" as "confidence", and is willing to actively participate in cooperative performance music, showing great interest in music learning.

Self-confidence is the driving force for students' learning. In the classroom questions and exercises, teachers' timely affirmation and encouragement will increase students' confidence in learning. In the teaching , students face the phenomenon of singing and running, actively guiding and encouraging. In the end, the students have established the confidence to learn music, and they are not afraid of the music class because of the phenomenon of “running the tune”.

4. For teachers: Because of changes in teaching methods, students' learning status changes and classroom learning effects change, which in turn promotes teachers to reflect on themselves, enrich and improve business theory and professional skills, and achieve professional growth of teachers.

Third, the research conclusions:

The application of the "active experience" music teaching mode in the music classroom teaching reflects the teacher-oriented and aesthetic-centered educational teaching philosophy. The model follows the step-by-step education and teaching rules, with the necessary teaching mode and teaching methods. From shallow to deep, students are guided to master certain methods of learning and appreciating music, to stimulate students' interest in learning and exploring in the music field, to enhance students' initiative in learning music, and to cultivate cooperative inquiry consciousness through music practice activities, thus achieving The efficient and low-cost classroom teaching effect has indeed improved the students' aesthetic taste and music appreciation ability, and developed the students' mental potential.

Fourth, the problem discussion:

The "active experience" music teaching mode is suitable for the research and practice of different types of music lessons. In teaching , I pay more attention to the experimental research of music appreciation class teaching . Because, with the rapid growth of students' physiology and psychology, the seventh-grade students are faced with the incompatibility of the changing period, the self-awareness is sharply enhanced, and they are gradually reluctant to sing. Therefore, the teaching content should be adjusted accordingly according to the actual situation of the students. The singing class is no longer the main course type of music class, and the appreciating class is more and more recognized by students with its new visual and audio effects such as wide-ranging subject matter, diverse genre, rich approximation and novel expressions.

Therefore, I think: in the middle school music classroom teaching , this mode can be used in the teaching of singing class, in the "active experience" mode, more strengthen the sound tone training, breath control, song art processing and a variety of singing In terms of expression, in practice, compare and strengthen the different effects of vocal singing, and try appropriate teaching methods and learning methods to improve the interest and singing level of middle school students in singing classes.