As a people's teacher, you may need to write a lecture, which can correct the shortcomings of the lecture well. So what kind of speech is good? The following are four drafts of junior high school music lectures I have compiled for you, hoping to help you.
The teaching goal of junior high school music lecture manuscript 1;
1. Emotional goal: By learning to sing "Missing Hometown", we can feel the author's deep homesickness, stimulate students' feelings of loving the motherland and hometown, and cultivate students' optimistic attitude towards life and their yearning and pursuit for a better future.
2. Knowledge and skill goal: To understand the composer's life and related culture, and to inspire students to sing "Missing Hometown" with an emotional voice.
3. Process Method Objective: Set up situational teaching lead-in, stimulate students' interest in learning, solve important and difficult problems in teaching through students' independent inquiry learning, and improve students' expressiveness and creativity through group cooperation and discussion.
Teaching emphasis: explore ways to learn to sing songs, practice singing naturally and emotionally, and let students feel and experience the feeling of missing their hometown.
Teaching difficulties: inspire students to sing songs with changing feelings and dynamics, and sing the correct time value of notes.
Teaching preparation: multimedia courseware, electronic organ
Teaching process:
First, the organization of teaching: (with a little emotion as the link, do a good job in organizing teaching. )
Play the song "Clouds in My Hometown" before class.
Second, introduce new lessons:
1, the first theme of the second movement of the Ninth Symphony from the New World.
Say: Let's listen to music together!
Dialogue: We feel this song for the first time, and feel its power? Speed? Rhythm melody?
Discussion: What are the characteristics of music? What about timbre?
2. Introduction of British Subway
Step 3 listen again
Discussion: What kind of emotions do we feel? Why is there such an emotion? How does the composer express his feelings?
Third, introduce the composer and music background.
Teacher: Who is the composer? Why is there such an emotion?
1, dvorak
Czech composer, born in the countryside near Prague. He showed musical talent from an early age. Because his family is poor, he has no condition to go to school. After working for many years, with savings, I have the opportunity to study at Lagerfeld Music School. 1890 was employed as a professor of music theory at Prague Conservatory of Music, and 1892 was employed as the dean of new york National Conservatory of Music in the United States. In addition to the New World Symphony, his masterpieces include the opera The Water Fairy, Cello Concerto, Slavic Music and the acoustic music My Mother Called Me.
2. Introduction of music background
Fourth, the teaching of songs.
1, show the topic "Missing my hometown"
Teacher: His American students added lyrics to this charming melody.
2. Listen to the song "Missing Hometown"
Let the students talk about their feelings after listening.
Step 3 learn to sing
① Hum the melody with "la" and feel the characteristics of music.
(2) Analyze the rhythm of the dotted line
x . x . x . x . x | x . x . x x –|
③ Singing melody
④ Lyrics singing
⑤ Pay attention to speed, strength and emotion when dealing with strength markers.
Fifth, expand the creative space of lyrics.
Ask the students to rewrite the words for the melody of this song with the theme of "homesickness"
Abstract of intransitive verbs
Today, we learned the song "Missing Hometown" and experienced the author's deep homesickness. Homesickness is a beautiful emotion and a heavy national consciousness. Students, in a few years, you will also pack your bags and leave your hometown to create your own glory. I believe that no matter where you go, you will never forget this local land.
Finally, the teacher recited a poem and shared his homesickness with you.
Draft 2 of junior high school music class "If we can arouse a child's strong enthusiasm for music, if we can continue this interest for several years and steadily raise it to a higher level, then even if he will never become a famous literary artist, he will find his personal happiness through music!" This is a passage from messer and Glen, famous American educators, in their Music Teaching Method in Primary and Secondary Schools. Yes, music is such a beautiful art, and I am willing to be such a beautiful communicator, sowing the most beautiful seeds in the hearts of children, so that they can find their own music source and become happy people who love music all their lives.
[Speaking of textbooks]
(1) Textbook Content
"Green for the Future" is a song in the first unit "Green Home" in the second volume of the eighth grade of People's Education Press. The main part of the song is D major, 4/4 beat and medium speed, which consists of three parts. The song profoundly expresses a theme that human beings care about, that is, caring for our home, the earth, and calling on people to protect the environment, care for the earth and look forward to mankind. The composer uses the method of tonality contrast to depict the artistic conception that children are thinking, discussing and finally drawing a conclusion, and writes songs. This course is a comprehensive course focusing on singing and is designed as the second classroom of this unit.
(2) The position and function of teaching materials are mainly manifested in two aspects:
First, the song integrates tonality contrast into children's chorus, designs poetic artistic conception and composes green harmony.
Flat song
Secondly, by learning to sing, we can express children's feelings of loving the earth and show their energetic and positive mental outlook.
[Internalization Concept] (On New Curriculum Standards)
Music curriculum standards clearly point out that music education takes aesthetics as the core and plays an important role in people's emotional world. Emotion is the most active psychological factor in the process of music aesthetics, and it is the driving force and intermediary of music aesthetics. Grasping the emotional principle firmly in music teaching and igniting students' emotional sparks from time to time will effectively open the window of students' hearts, so that they can enjoy beauty and cultivate their temperament in emotional explosion and excitement. Therefore, before each class, I have to listen to music repeatedly, so that the music will touch me first and then infect the students.
"Music is the product of the soul. It has no experimental analysis like chemistry. For great music, there is only one real feature, and that is emotion. " Berlioz's words inspired me a lot, and internalized them into my main educational thought of designing this course today, so I turned the specific teaching goal into:
[Speaking goal] (1) Knowledge goal: Turn theoretical knowledge into practical ability, and know how to handle music works, so as to better express emotions.
(2) Ability goal: Listening to and boldly participating in the singing of songs can accurately express the emotions in music.
(3) Emotional goal: Let students know the consciousness of "protecting the environment, caring for the earth and loving nature" by watching various pictures, videos, singing and performances.
[Emphasis and difficulty]: It is the emphasis and difficulty of this lesson to explore the methods of learning to sing new songs, practice singing naturally and emotionally, and be able to fully participate in various performance activities to experience and feel.
[Speaking of teaching methods] According to the age characteristics of middle school students, I adopted scenario creation method, cooperative discussion method, heuristic teaching method and trial teaching method. Linking teaching with learning in teaching. (Motivation model yuedu.mipang.com) Consciously guided infiltration learning method, which not only allows students to learn, but also allows students to learn, and guides students to implement "four more" in learning. That is, listen more, think more, discuss more and create more, give play to students' subjective initiative, activate students' thinking ability, deepen students' understanding of music works, and enable students to express and create music more accurately.
"Speaking and learning"
"Students are the main body of learning", so it is very important to choose methods that can make students learn actively. According to the characteristics of teaching materials, I closely focus on the teaching objectives in the guidance of learning methods, mainly through the elements of "watching, listening and singing", so that students can perceive the artistic conception and singing style of songs, and through the methods of feeling, showing and discussing, let students draw conclusions independently in their attempts to learn, so as to achieve the goal of ability, and finally verify the conclusions through personal experience.
[Talking about teaching procedures]
Below, I will talk about the specific teaching ideas for the teaching process of this course.
I mainly designed four links to complete this lesson: (1) Introduction; (2) learn to sing; (3) perception; (4) Sublimation (extension), in which singing songs in middle schools is the key teaching link. Design takes about 25 minutes, introduction takes about 3 minutes, realization takes about 5 minutes, and sublimation takes about 10 minutes.
First of all, the first link-introduction. Multimedia shows pictures of polluted nature and unspoiled beautiful natural scenery. The teacher explained emotionally in the melody of the background music "Give a Green Future": There are many creatures with fertile soil, and there is a limit to what human beings can achieve. Take it in moderation and use it sparingly, and there will always be enough; Take it too much, use it too much, and it is often insufficient. land
The soil is tied to the fate of the forest, and the ocean is tied to the fate of the fish; Environment is the fate of the earth, and the earth is the fate of mankind. The earth gives life everything, loves the earth and cherishes life; Protect the environment, have life, let us create and nurture our mother nature in return for our actions. Design concept: this link uses multimedia to create scenes, and through the introduction of teachers' poetic language passion, it lays the foundation for emotional teaching in this class, ignites students' emotional sparks and arouses students' interest in learning.
The second link: learn to sing. First of all, the main part of the song is D major, 44 beats and medium speed, which consists of three parts. Then, the teacher sings with emotion, trying to impress the students and stimulate their enthusiasm for learning through his own singing, and then using multimedia to show his learning methods: choose his favorite learning habits, sing along with the accompaniment or learn to sing along with the accompaniment. On this basis, let the students find out the difficulty of learning to sing: master the rhythm of the second half beat. Let's discuss with each other how to master this difficulty, and then try to practice singing by the lead singer and chorus, requiring a unified voice, smooth breath, accurate rhythm and full of feelings. The design of this step gives students the space to study independently, so that "every student has the right to learn music in his own unique way, enjoy the fun of music, and provide students with the possibility and space to develop their personality."
In the second part, before learning chorus coordination, we should first explain the knowledge of harmony and balance of chorus, and then adopt the methods of teaching, listening, vocal singing and chorus to break through this difficulty. When guiding students to sing songs with emotion, let them watch MTV of songs first, and let them feel their feelings in singing and pictures. Then, they will discuss in groups, fill in a form, and let them tell their own learning factors such as the speed, style and singing mood of the song, and complete this teaching difficulty through the process of "exploration and experience".
Design concept: "Music is the art of hearing, but also the art of emotion". In the process of learning songs, I use multimedia to create scenes based on "listening" and "feeling" to guide students to "listen more, think more and discuss more" in their learning. By listening to and expressing music, I can fully experience the beauty and rich emotions contained in the audio form of music.
The third and fourth links-perception and sublimation
The third part first introduces in the form of questions, and discusses the relationship between musical emotion and human emotion. Then, ask students to talk about their understanding and feelings about "protecting the environment and caring for nature" and discuss the meaning of "Mother Earth". Then, the fourth part is introduced to let students collect songs, poems, aphorisms, pictures, words, VCD and songs that express their love for the environment. The collected tasks were assigned as homework in the first class.
This part of the design allows students to experience the feeling of "protecting the environment" related to their own feelings, and then get further sublimation through expansion and extension, so that students can get the aesthetic experience of music and enjoy the joy of success by actively participating in music practice activities.
Finally, end this lesson with the music of "Green for the Future": Protecting the environment is the eternal theme of mankind. Let's take care of the environment, the earth and the world with our own actions!
Every student is a precious life, every student is a vivid individual, every student is a wonderful picture, and every student is a vivid movement. I hope every music teacher here can play every vivid movement in life! This is the end of my speech. Please criticize and correct my shortcomings!
Junior high school music notes 3 saxophone teaching "lullaby"
First, speak your mind.
Instrumental music is an important form of music. In the process of popularization of music education, instrumental music teaching has become an important part of music teaching. Music education without instrumental music teaching is absolutely incomplete. Instrumental music teaching is not only a good music practice for students, but also can promote the transformation from knowledge to ability. Instrumental performance is of great significance to stimulate students' interest in learning music and improve their ability to understand, express and create music. This course aims to stimulate students' interest in learning music through saxophone teaching, improve their comprehensive quality and promote the development of quality education.
Second, talk about teaching materials.
1, teaching material analysis
According to the teaching practice and students' ability, I choose the textbook "Saxophone Playing Course" and the introductory song "Lullaby" as a track for students to play and learn. This is a lullaby song with four or three beats, with a beautiful and simple paragraph structure and melody. The whole song has only three sounds: G, A and B, which is easy for students to master.
2. Teaching objectives
(1) cognitive goal: to understand saxophone and its history.
(2) Ability goal: To master the basic performance of saxophone.
(3) Moral education goal: guide students to experience the fun of playing, build confidence and cultivate sentiment.
3. Emphasis and difficulty in teaching
The focus of this lesson is to master the basic performance of saxophone (including posture, mouth shape, hand shape and simple fingering) and play music lullabies.
The difficulty of this lesson is that students can control musical instruments and play relaxed and beautiful sounds.
Three. Oral English teaching methods and learning methods
Grade seven students are in a good time to learn wind music, and their physical development has already met the learning conditions. But saxophone seems to be more complicated, and the average student finds it difficult to learn. In fact, the more complicated the instrument, the easier it is to use. Based on years of practical teaching experience and students' actual situation, I designed the following teaching methods:
1, teaching methods
In the whole teaching process, students should be helped to create the best psychological state, build confidence and create a pleasant learning atmosphere. Encourage students to play, feel and express music with their brains, hands, eyes, mouth and heart, and inspire students to "sing" with their own musical instruments. Specifically, the following teaching methods are adopted: (1) inquiry and discovery method, (2) instrumental music explanation and demonstration method, (3) practical practice method, (4) imitation of solitude method and (5) appreciation and experience method.
Step 2 study law
(1), students should actively participate in teaching activities, take the initiative to explore, boldly imitate, compete in games, and fully display themselves.
(2) Pay attention to communication and cooperation with others and teachers.
(3) Pay attention to developing good study habits of instrumental music. Practice slowly is the best way to learn. In the slow process, you can better listen, experience and feel the correct performance.
Fourth, talk about the teaching process
Introduction of new lessons (about 3 minutes)
First of all, I played "Going Home" with bβ tenor saxophone, which stimulated students' interest and curiosity in saxophone.
2) new curriculum teaching
1 Learn about saxophone (about 5 minutes)
[Courseware] 1) Introduction to saxophone (Adolf-saxophone head wall chart)
2) Types and ranges of saxophones (wall charts of five saxophones)
3) saxophone structure (saxophone demonstration)
(Saxophone mainly includes: upper pipe, lower pipe, horn, linkage rod, machete, flute head and hanging belt. The flute head is divided into flute piece, flute clip and flute cap. )
Master the basic performance of saxophone (about 12 minutes) (including posture, mouth shape, hand shape and simple fingering, pronunciation, Legato, etc.). ), mainly through the teacher's own standardized and scientific demonstration performance, as well as self-exploration, teacher-student interaction, to guide and solve the key points of this lesson. In this link, teachers should not only explain the main points of performance, but also correct students' mistakes in time.
3 learn to play > (about 15 minutes) This is a process of practice and students are interested. We can adopt teaching methods such as imitating solitaire, so that students can quickly master the performance of music. Pay attention to the rhythm and legato of the three beats of music, try to inspire students to "sing" with their own musical instruments and express music with beautiful voices as much as possible. When practicing, you can explore and communicate with others and teachers in groups.
4 Show yourself, express yourself and perform creatively. This is the climax of this class. At this point, students are eager to show themselves and show themselves, which will be better reflected. At this time, life evaluation and self-evaluation can be carried out, and teachers will give more affirmation and encouragement. If the performance is particularly outstanding, the teacher will give a jazz disc as a reward.
(3) Expansion and extension
Enjoy the jazz saxophone performance clip "Hen Rooster", introduce saxophone performance styles (classical and jazz), introduce the current situation and international level of saxophone performance in China, arouse students to study hard and make contributions to China's wind music career.
(4) End of the course
The students walked out of the classroom to the music of "Going Home".
Verb (abbreviation of verb) design self-evaluation
This class is a real instrumental music teaching class. The golden appearance of saxophone will stimulate students' strong thirst for knowledge, let them learn actively with inquiry, let students participate in activities, experience in participation and realize in experience, which fully embodies the educational concept of taking students as the main body. In addition, undergraduate design background: In our school, most students have good family conditions, and it is not difficult for most families to learn a new musical instrument. In addition, the learning atmosphere of wind music in our school is very good, and there are more than 100 wind bands in our school, so it is possible to complete the teaching of this course.
My lecture is over, some mistakes are inevitable! Please correct me, experts and leading teachers! Thank you!
Junior high school music notes 4 Dear judges and teachers,
Good morning (afternoon) everyone! (Bowing) I am the candidate XX. Today, the theme of our class is Bodhi Tree. Next, I will briefly explain my teaching ideas from the aspects of teaching materials, learning situation, teaching objectives, teaching difficulties, teaching methods, teaching process, blackboard design and so on.
First of all, talk about textbooks.
First of all, talk about my understanding of textbooks. As a teacher, I think it is very important to understand textbooks.
"Bodhi Tree" is an appreciation class of the fifth lesson of Unit 6 in the first volume of junior high school music (Grade 8) published by People's Education Press. The work is in e key, 3/4 beat, and the artistic conception is lyrical and melodious, expressing the memories of the past sweet love and the expectation for a better future when the wanderer sees the bodhi tree. Through the study of this lesson, students can learn triplets, understand Schubert's artistic songs, master the characteristics of artistic songs, and feel the rich German-Austrian folk song style in their works, so as to gain their love for artistic songs and enhance their musical aesthetic ability.
Second, talk about learning.
If you want to be an excellent teacher, you should not only understand the teaching materials, but also have a clear grasp of the students' situation and think from their perspective. Only in this way can you understand the real learning needs of students and teach students in accordance with their aptitude.
Junior high school students' physical and psychological maturity, increased awareness of participation and desire for communication, and increased access to knowledge and information have formed their own initial learning experience. Compared with students in grades 1 ~ 6, the way of expressing emotions has changed significantly. Through various forms of artistic practice, consolidate and improve the basic skills of expressing music. Expand the scope of music appreciation and more consciously integrate the humanistic connotation of music into teaching. Students in grades 7-9 are in a period of voice change, so pay attention to voice protection.
Third, talk about teaching objectives.
Through the analysis of the teaching materials and the understanding of the learning situation, my three-dimensional goals are as follows:
Emotion, attitude and values: By studying the work "Bodhi Tree", we can experience the memories of a better life and feel the yearning for a better life in the future.
Process and method: Through demonstration singing, discussion and analysis, students can master the basic creative skills of art songs and improve their aesthetic ability.
Knowledge and skills: master the creative characteristics of artistic songs and correctly master triplets.
Fourth, talk about the difficulties in teaching.
Based on the above analysis of teaching materials, learning situation and the establishment of teaching objectives, I have determined the key and difficult points of this lesson:
The key point is to understand the creative characteristics of art songs; Pay attention to the rhythm of triplets; Familiar with Schubert's artistic songs.
The difficulty lies in mastering the creative characteristics of art songs, and experiencing good memories and good expectations for the future.
Verb (abbreviation of verb) oral teaching method and learning method
In order to better highlight the key points and break through the difficulties, the teaching methods I mainly adopt in this class are divided into the following two points:
Teaching methods: lecture and multimedia demonstration.
Learning methods: audition and group discussion.
Sixth, talk about the teaching process.
Next, talk about my teaching process, which is also the central part of this lecture; This link is mainly divided into five links, namely, new lesson introduction, overall perception, inquiry learning, expansion and extension, and homework summary. Below, I will introduce these five links respectively:
The first link is the introduction of new courses.
Good import is half the battle. In order to cultivate students' interest and create a rich music classroom atmosphere, at the beginning of the class, I will lead in by talking, play Schubert's portrait with multimedia and ask: How much do you know about this person? Students can answer freely. I conclude that this is a prolific composer in the history of western music, who wrote a lot of artistic songs in his life. This is Schubert. And conveniently revealed the topic of "Bodhi Tree".
This design can effectively stimulate students' interest in learning, grasp students' attention and guide them into the classroom.
The second link is the whole perception link.
Perception of music is the foundation of classroom development. In order to help students have an overall grasp of the work, in the first part of the new lesson, I will first play the song "Bodhi Tree" completely and ask questions about my feelings after listening to the work. Secondly, I will ask students simple questions; Then, I will listen to this song again; Finally, I summarize the knowledge points.
In this way, guide students to have a preliminary understanding and understanding of the whole song.
The third link is inquiry learning.
Detailed and accurate analysis and research of works is the main way for students to understand the characteristics of works. In order to guide students to understand the key points, break through the difficulties and gradually understand the works, in this link, I will first introduce Schubert's life, life background and the creative background of Bodhi Tree. Secondly, I will play "Bodhi Tree" and ask about the melody characteristics of the work. Students can answer freely. After the students freely answer, I will sum up: this is a relatively lyrical and slightly sad art song, with simple melody, ups and downs, orderly melody and triplets in the melody. Then, I will organize students and teachers to hum the theme melody together. Thirdly, I will play the piano version of Bodhi Tree for appreciation. Then, I will organize students to discuss the characteristics of art songs and sum up that the melody of art songs is beautiful and poetic. The lyrics are all famous sentences, which require higher singing skills of singers. Accompaniment generally has independent significance and high status, and can be played as a concert track alone. Finally, listen to the art song "Bodhi Tree" again with your understanding of the work.
Through this design, students can be guided to learn songs step by step, which meets the requirements of the new music curriculum standards.
The fourth link is the extension link.
In order to better consolidate the new knowledge I have mastered and have a more comprehensive grasp and experience of music works, I will play another Schubert art song "Wild Rose" for students to listen to and talk about the similarities and differences between the two songs. And conduct actual combat demonstrations and comments.
Doing so is conducive to enhancing students' practical ability and innovative ability.
The fifth link is to summarize the operation link.
A good ending can make the finishing point. In the class summary, I will play the audio of "Bodhi Tree" to stimulate students' yearning and longing for a better life. I call on students to cherish time, base themselves on the present and find more truth, goodness and beauty in their lives.
In order to better end this class and stimulate students' thinking after class, I will let students listen to China composer Zhao Yuanren's art song "Teach me how to think about him" and feel the artistic conception. The knowledge points in the classroom can be extended outside the classroom to enhance students' practical ability.
Seven, say blackboard writing design
Finally, my blackboard design today is concise and clear. Through this blackboard writing, students can intuitively capture the core content and ideological theme of this lesson, and the knowledge points are more clear.
The above is the content of my lecture today. Thank you for your patience. Please criticize and correct me! Thank you!
;