Pre-discussion-What is a nice voice?
First, we throw questions for the teacher to think about. Some people say: good voice should be felt; Others said: what is a good voice, I really can't figure it out at once.
Then we asked two teachers to read the children's poem "Spring" respectively: Spring is a colorful book, with red peach blossoms, green willow leaves, yellow winter jasmine flowers and white pear flowers. Spring is a book that can laugh, the small pond laughs, and the dimples are round and big; The children opened their mouths with laughter. Spring is a book that can sing. Spring thunder rumbles, spring rain drops, swallows whisper and frogs croak.
After listening to the recitations of the two teachers, the teachers discussed and exchanged in groups. Everyone thinks:
1, an emotional voice is a pleasant voice, and the understanding of poetry will have an impact on the reading voice:
2, the voice is naturally different, for example, some people have hoarse voices, some people have crisp voices, and some people have sweet voices;
3, the level of voice, speech speed, etc. Will affect the audience's feelings. The teacher () is experienced, and can use recitation skills freely to control the level and speed of the voice. For young children, it is abstract to make demands only by listening. It is necessary to concretize the requirements of listening and let them know that listening can be embodied as fast, slow, high and low. Therefore, we suggest that two teachers use specific teaching activities to provide solutions.
Seminar-How to make children know how to recite in a nice voice?
The two teachers used different methods to organize the "Spring" teaching activities of poetry in large classes, and used pictures and multimedia to let children fully feel poetry. After most children can recite poems on the basis of understanding, the two teachers respectively put forward how to recite them in a better voice.
Teacher A: Let the children recite it in a nice voice first, and then ask: What is a nice voice?
Child 1: Speak softly. Child 2: Not too loud. Child 3: That sounds comfortable.
Teacher: You all speak very well. Please listen to my poem carefully, and listen to where I speak fast and slowly. Where the sound is high and where it is low.
After listening to the teacher's recitation, the child 1: "Laughing Book" is fast in some places and slow in some places; Child 2: "A colorful book" is fast in some places and slow in others. Child 3: The Singing Book is high in some places and low in others.
Teacher: OK, let's try to read the first and second paragraphs with the change of sound speed, and the third paragraph with the change of sound speed. The children practice freely and then recite in groups.
Teacher B: After letting the children read aloud in a nice voice, let them listen to the demonstration reading in the recording first, and then ask: Do you think the voice in the recording is nice? What is there to see? Do they all sound the same?
Infant 1: Some places (sound) are high, and some places (sound) are light. Child 2: Sometimes it's faster. Child 3: It's slow in some places.
The teacher concluded: You all spoke very well. You can read poetry better by changing the volume and speed of the sound. Next, let's try it after listening to the recording.
The children quietly followed the tape and read aloud in groups.
A teacher asked the children to discuss first, then directly guided the children to pay attention to the level and speed of the sound, let the children listen carefully with questions and feel the changes of the sound, then the teacher and the students sorted out the improvement methods together, and then guided the children to recite with the changes of the sound. Teacher B makes full use of the recorded demonstration recitation, so that children can sort out the simple changes of sound through their feelings first, which can make the recitation better, and then the teacher can improve the appropriate experience (speed, height, etc.). ). Then let the children follow the recorded demonstration and try to experience it.
The teaching scenes provided by the two teachers make everyone feel that they all use their own methods to let the children know how to read poetry better through simple voice changes, and the children have a perceptual understanding of "listening", which is naturally reflected in the recitation. Teachers also have a deep understanding of "how to make children know how to recite in a nice voice" and apply it to daily teaching.