Primary school music lecture notes

A collection of five templates of music lectures in Jinghua Primary School.

As a teacher, it is always necessary to write a lecture, which can improve the teaching quality and achieve good teaching results. So how should the course draft be written properly? The following are five drafts of primary school music lectures I collected for you. Welcome to share.

Primary school music lecture manuscript 1 First of all, talk about the teaching materials:

The French horn is selected from Lesson 8, Volume 1, People's Voice Edition. This is a Rhine folk song, in F major, with 3|4 beats and polyphonic structure. The rhythm of the song is steady, the melody is repeated, and the elasticity and lyricism are skillfully combined. The lyrics are very characteristic of children. They show off their "can you sing?" French horn. The songs are easy to learn and suitable for junior students to learn and perform.

Second, the teaching objectives of this course.

According to the requirements of the new curriculum standards, I divide the teaching objectives of this course into emotional attitude objectives, knowledge and skills objectives and process method objectives.

The goal of emotional attitude is that students are willing to participate in various music activities and experience the happiness of cooperation and communication with others.

The goal of knowledge and skills is to be able to sing songs in a sweet and natural voice and feel the regularity of three beats.

The goal of the process and method is to express songs by listening and singing, cooperation and situation.

Second, the focus and difficulty of this class

The key point is to express and master the dynamics law of three beats through music practice activities; Sing in a natural soft voice.

The difficulty is the teaching of the last sentence of the song.

Third, talk about the teaching process and design intention of this course?

The main line will be "listening to the bugle-learning the bugle-singing the bugle song-accompaniment"

Class. For junior students, simply teaching music knowledge and singing skills is very boring, which is not suitable for the childish characteristics of primary school students. Then, effective strategies and methods of classroom singing teaching are also issues that I have been exploring and studying. In this lesson, I use drums to create situations, guide students to learn, feel and master the strong and weak laws of two beats and three beats, and pave the way for the later song teaching. Judging from students' classroom activities, students have basically mastered the dynamics of the second and third beats. However, there are still some students who may not have mastered it firmly. In the future teaching activities, I will continue to lead students to practice, and I believe that students will master it more and more solidly.

Listen to the bugle: Listen to the sound of the French horn. Design intention: let students feel the timbre of French horn initially and improve their musical perception ability.

Trumpeter: Improve their interest in learning by imitating the playing posture of French horn. In this link, I think my design intention is good, but after implementation, I found that the music speed of the French horn I was looking for was very slow, and the rhythm and melody were not suitable for junior students. I think if I find a short and cheerful piece of music, students' interest will be stronger and the classroom atmosphere will be more relaxed and happy.

Singing bugle song: Design intention: Let students learn the law of the strength of three beats in music activities and sing in a natural soft voice, thus stimulating students' interest in learning and breaking through the focus of this lesson. One of the core ideas embodied in the new music curriculum standard is to change students' learning methods and let them pass the main courses.

Actively participate and explore freely, so as to better experience and understand music. In the teaching process of this song, listening and singing are used to teach, and the law of three beats is always infiltrated, so that students can master it more firmly. In teaching, I guide students to find difficulties on their own initiative, give different degrees of care according to the different needs of different students, and help them solve problems with students, so that students feel that a lot of knowledge and answers are obtained by their own exploration and experience, rather than directly from teachers, which makes them more satisfied. No matter from listening, learning, singing and playing, I try my best to let students feel and experience. It embodies the students' dominant position. And use the most easy-to-understand language to prompt and guide students to "speak softly" when singing. Using melody line combined with gestures to help students master the intonation of the last sentence, using one-handed accompaniment of electronic organ to help students master the intonation, and using the form of duet between teachers and students to narrow the distance between teachers and students, thus breaking through the difficulties of this class.

Accompaniment music-On the basis of accurately completing the teaching of songs, this class will carry out expansion activities to guide students to boldly accompany songs with their favorite movements of indicating three beats, and complete the accompaniment of songs by independent learning. The new curriculum standard points out: the purpose of music creation in primary and secondary schools is to develop and cultivate students' thinking ability in images through music, so we teachers should give full play to students' creative potential, and in my music class, I also try my best to provide students with creative space; For example, explore the strength of sound and try to encourage students to try different tapping methods boldly. The ancients once said that words are not enough to sing and words are not enough to dance. For students, the more opportunities for self-expression, the greater the potential for self-development. Let students walk into the classroom with strong interest, let students always maintain a positive attitude and a pleasant music experience, and let children learn to "learn the sea without limit" and "build a boat with joy".

The learning process of students' skills and skills should always run through students' emotional participation, so that music lessons can really enter children's hearts and become beautiful things in their hearts. This is also an aesthetic teaching realm that I have been pursuing.

Generally speaking, this class is a real in-class class of Song education. There is nothing too bright, that is, the teacher's teaching attitude is kind and natural, and the teacher is no longer superior. He always maintains an equal and cooperative learning relationship with students in the classroom, which makes students willing to get close to the teacher and the classroom atmosphere is harmonious. This is also my advantage.

Have shortcomings:

1, the excavation in song teaching is not deep enough, and students do not understand the meaning of songs deeply enough, such as: "Who is singing?" What intonation should I sing? "That's my French horn" and what pitch should I sing.

2. When appreciating, if possible, you can take out the real thing, so that students' understanding will be more intuitive.

3. In the process of singing, the forms of singing should be rich.

4. Teachers' evaluation methods and inspiring language should be rich.

The above is my personal simple view. If there are any shortcomings, please criticize and correct them. Thank you!

Dear judges, how are you?

The topic of my speech today is X edition, X volume and X class, and the topic is xxxxx. I am going to elaborate this lesson from the aspects of design concept, analysis of learning situation, teaching material analysis, teaching objectives, teaching methods and learning methods used to overcome difficulties, preparation of teaching AIDS, teaching process and so on.

First, according to the requirements of curriculum standards, combined with everyone's reality, the design concept of this lesson should be:

Through teaching and various vivid music performances, we can cultivate everyone's interest in music, develop their perception of music and experience the beauty of music. And cultivate everyone's imagination and creativity in music teaching activities.

Second, the analysis of learning situation:

Primary school children are curious and interested in all kinds of acoustics in nature and life, and can imitate them with their own voices. You can listen to music that distinguishes different emotions. In class, I can cooperate with others, such as rhythm, group dance, music games and song performances. Be able to make simple musical instruments in creation. In terms of evaluation, I can make a simple evaluation of my singing skills and those of others.

Third, teaching material analysis:

This course plays an important role in music teaching in primary schools. It is a cheerful and lively children's song. It shows us a beautiful picture with vivid lyrics, brisk rhythm and smooth melody. Expressed the children's pure feelings and feelings full of happiness and pride.

Four, according to the teaching materials and learning situation of this class, I have formulated the teaching objectives of this class:

1. Cultivate everyone's interest in music through multimedia teaching, and improve their musical perception and appreciation.

2. Through interactive music teaching, cultivate people to actively participate in various music activities, exercise their ability of cooperation and coordination, enhance group consciousness, and sing songs with emotion.

We should develop everyone's imagination and cultivate their creative potential in teaching.

Five, combined with everyone's reality, the focus and difficulty of this lesson should be:

Can actively participate in interactive teaching and sing with confidence. The difficulty lies in developing everyone's imagination and cultivating everyone's creativity.

Six, in order to overcome difficulties, I adopted the teaching methods and learning methods are:

Creating situational method, Imitation Teaching Method, Contrast Method, Listening and Singing Method. According to everyone's natural voice as a child, it is pure, cheerful and smart. I also used rhythm, game interaction and other teaching methods.

The teaching aid of this class is multimedia.

The following is the teaching process of this lesson, which is divided into:

1. Introduce the situation and stimulate interest.

2. Use teaching methods to overcome difficulties

3. Sing songs accurately and completely

4. Expand and cultivate everyone's creativity

5 Self-evaluation and mutual evaluation cultivate appreciation. * * * Complete the five links of this course.

The first link: scenario introduction

In order to cultivate everyone's interest, create a rich music classroom atmosphere and strengthen the intuition of teaching. I use multimedia to create situations and introduce new lessons into the classroom atmosphere of audio-visual integration. Through the experience of music, we can get pleasure in the process of music aesthetics and become interested in music, so we devote ourselves to the classroom.

The second link: using teaching methods to overcome key and difficult points.

This link is also the key link of this class. Combining with everyone's natural characteristics, establish an equal and harmonious relationship between teachers and students in teaching. I adopted listening, singing, rhythm, games and other teaching methods, and overcame the key and difficult points in teaching. For example, the solution to the difficulty of rhythm: quarter notes clap their shoulders with both hands, eighth notes clap their legs with both hands, compare the rhythm, see who performs best, and reward little red flowers. For example, the solution to the difficulty of intonation can guide and lead everyone to listen, learn, sing and play games. (The specific methods should be determined according to the teaching materials, and improvise. Teachers and students can also solve difficulties through games and create a harmonious classroom atmosphere. In the process of helping everyone solve difficulties, we should also respect everyone's personality and reward students who show progress in time. Let everyone's musical potential be developed.

The third link: singing accurately and completely.

Singing is the easiest way for everyone to accept and participate. In order to let everyone actively participate in interactive teaching and sing with confidence. I create a teaching situation suitable for the content of songs in time, and through observation and comparison, I adopt teaching methods such as singing, knocking and acting (for example, according to the textbook) to fully mobilize the enthusiasm of every student. Guide everyone to sing actively and emotionally and give everyone more encouragement. This not only cultivates children's self-confidence, but also overcomes the difficulties in this class. Achieved the teaching goal.

The fourth link: expand and cultivate everyone's creativity.

Where there is emotion, there is imagination, thus forming creative thinking. Teachers can encourage and guide everyone to improvise according to the content and mood of this class. Fully tap everyone's potential. Create some rhythms, poems, stories, games, music performances, etc. Consistent with the tone of the textbook. The content and form of creation can be determined according to the teaching materials. According to everyone's personality differences, every student should get more care and encouragement. Create a harmonious, United and democratic atmosphere. Guide everyone to actively discuss and participate, and cultivate everyone's optimistic learning attitude and friendly spirit. Exercise cooperation and coordination ability, enhance team consciousness and cultivate team spirit.

The fifth link: self-evaluation and mutual evaluation to cultivate appreciation ability.

I give priority to praise and encouragement in the teaching evaluation of this class, and guide everyone to carry out self-evaluation, mutual evaluation and teacher's in-class evaluation at any time in music activities to improve everyone's sense of music and aesthetic ability. The focus of my evaluation is whether they can actively and confidently participate in music performances and cooperate with other students. At the end of the class, I also arranged for everyone to talk about their feelings about this class, such as: What did you learn in this class? What's your favorite line in the song? In class, I also give small prizes to those who are creative in time.

Conclusion: The above is the general explanation of this lesson. Please correct me if there are any shortcomings.

Primary school music lecture notes 3 teaching content:

Enjoy the music Du Fu Waltz

Teaching focus:

Remember the first theme of music and follow the rhythm of music. Percussion instruments can be used to accompany the first theme.

Teaching difficulties:

Distinguish the other paragraphs of a piece of music.

Teaching tools:

Tape recorder percussion instrument teaching tape multimedia courseware piano

Teaching objectives:

Through the appreciation of music, we can tell how many paragraphs there are in the music, and we can master the steps of three beats with the rhythm of music. Choose percussion instruments to accompany the first theme of music. Learn to experience the cheerful artistic conception of songs and cultivate students' ability of unity and cooperation.

Teaching process:

First, teachers and students ask good songs

Second, imports:

Teacher: Children, spring is coming. Is there any change around us? The grass is green and the flowers are red.

Teacher: In such a beautiful spring, we are really happy. The animals in the forest are also singing happily. Listen, who is singing?

Third, appreciate the first theme of the song.

1. The first theme of playing music

Q: Who came to our classroom? (cuckoo)

Teacher: Cuckoo also has a scientific name Cuckoo. Let's learn the cuckoo's cry.

2. Appreciate the first theme of the song again.

Let the students talk about their feelings after listening.

3. Enjoy the first theme of the song and let the students say the theme.

4. Show the first theme melody. Students sing along and practice the rhythm.

5. Consolidate the practice rhythm in groups and accompany the first theme with percussion instruments.

Fourth, appreciate the second theme of the song.

1, Teacher: In the first theme, the cuckoo is singing happily. Next, let's listen to this music and see what the cuckoo is doing. In the beautiful forest, cuckoos are flying around. )

2. Let the students talk about their feelings after listening.

3. Feel the melody of the second theme with the rhythm of music and name the second theme.

Fifth, appreciate the third theme of the song.

1, Teacher: The second theme, the cuckoo is flying around in the forest. Listen, it flies higher and higher. ...

2. Appreciate the third theme of the song

Please talk about your feelings.

4. Appreciate the third theme of the song again and give it a name. Cuckoo flies freely in the sky, and it feels like waltzing in the forest! )

Sixth, fully appreciate "Du Fu Waltz"

Teacher: The Du Fu Waltz we enjoyed today was created by Norwegian Ionason. Let's read together.

Students can express different themes with different gestures or body language.

Introduce the waltz and learn to dance the waltz.

Waltz is the English name of waltz. In Europe, people love dancing very much. One kind of dance is the dance of turning around. This dance is a waltz.

Eight, follow the "Du Fu Waltz" to dance the waltz.

Manuscripts of primary school music lectures 4 I. Talking about teaching materials

1, textbook context:

Dear teachers, the content of my speech today is "Folk Songs-Minor", the sixth lesson of the fourth grade music of compulsory education primary schools in Zhejiang Province. Before this, the students had already enjoyed China's labor songs and folk songs, and had a preliminary understanding of their distinctive styles and characteristics. Because of the study of the first two, it is difficult to appreciate and learn to sing minor songs, and it can also be fully prepared for the comprehensive appreciation of China folk songs in the next class.

2, the arrangement of teaching content:

This lesson mainly consists of two parts: appreciating Yimeng Mountain minor and learning to sing the song "Light Tune". I will design this lesson into three classes:

The first lesson: appreciate Yimeng Mountain minor and introduce its characteristics.

The second lesson: learn to sing "lantern tune" according to the characteristics of minor.

The third lesson: Consolidate and review China folk songs-minor. Here is mainly about the teaching ideas of the first class.

3. teaching material analysis:

Minor is a kind of folk song in China, which is usually sung during labor rest, daily life or entertainment festivals, with beautiful and smooth tunes. Yimeng Mountain Minor, which is popular in Shandong, is a new folk song. With excellent tunes and simple language, it praises the beauty and richness of hometown and expresses people's praise for new life and love for the party and great leaders. The whole song is divided into four phrases: beginning, inheritance, turning and combination. Neat and natural, coupled with the use of interlining and interjections, it has a strong local flavor.

4. Teaching objectives Based on the above analysis, I have determined that the teaching objectives of this course are:

(1) Cognitive goal: Appreciate the minor of Yimeng Mountain, and understand the style feature of China folk songs-minor.

(2) Emotional goal: let students experience the unique charm of China folk tunes, cultivate students' interests and hobbies in China folk songs, make them understand the broad folk art of the Chinese nation, and then strengthen the cultivation of students' patriotism.

5. Analysis of the key points, difficulties and key points of this lesson:

There is still a certain distance between folk songs and children who have lived in towns since childhood. This lesson focuses on Yimeng Mountain Minor, so that students can truly appreciate the unique charm of minor, which is also the difficulty of this lesson. The key to break through this difficulty lies in creating an appropriate appreciation situation, bringing students into the world of China folk songs, and experiencing the characteristics of this minor by comparison and appreciation.

Second, talk about teaching methods and learning methods.

Based on the above analysis, according to the existing cognitive level of fourth-grade students and their psychological and physiological characteristics of rich imagination and strong desire to express, combined with the subject characteristics of music entertaining, I adopted the form of thematic comprehensive courses to teach and create situations to take students to take a walk in rural areas all over the country. Everywhere, hospitable villagers use their specialty-folk songs to "entertain" everyone, thus guiding students to play in the world of China folk songs. Let the students listen, see, ask and think as tourists and appreciators.

The specific steps are designed as follows:

(A) create scenarios and introduce topics

(2) Appreciate the minor and get to the point.

(3) On the way back, enjoy the beauty of music. Today, I mainly talk about the second link, "Appreciate minor and get to the point". Preparation of teaching AIDS: video recorder (or VCD), piano, tape recorder.

Third, talk about the teaching process

(1) Create situations and introduce topics.

1. Introduce the content of the activity-visit the rural areas of China. (Play video or VCD) [Pastoral scenery] [Design intent: Students are always curious about new things. At the beginning of class, we should change the roles of teachers and students, create certain situations, and stimulate students' desire to learn through the combination of vision and hearing. ]

2, watching VCD (video) "I came to a village, and the villagers enthusiastically sent their specialties."

(1) Zhejiang labor song La Song Peng

(2) Sichuan folk song "The Sun Comes Out" Q: What are the characteristics and styles of labor songs and folk songs? [Design Intention: Identify the contact point between the old and new knowledge, start with the knowledge that has been learned, introduce the old knowledge into the new knowledge, and use the method of knowledge transfer to make the infiltration of Protestant content more natural. ]

(2) Appreciate the minor and get to the point.

1. Listen to minor and enjoy the beauty of music.

(1) First hearing (complete) "Say goodbye to a village, let's move on. Suddenly, a song came from a distance. Listen, what's this? It tastes like ... "Q: What are the characteristics?

[Design Intention: People are always willing to explore curious things, especially primary school students. At the same time when the previous content is coming to an end, playing "Yimeng Mountain Minor" creates suspense, leads to the topic by "encounter", and arouses students' desire to hear the truth. The purpose is to give students an overall impression of the whole song. B, cultivate students' ability to find and analyze problems. ]

(2) Reveal the topic and read the lyrics emotionally. [Design intention: We know that reciting the lyrics is conducive to unifying students' emotions, and understanding the emotions expressed by the songs from the lyrics is conducive to students' concrete and intuitive understanding of the works. ]

2. Learn to sing minor and taste the beauty of music.

(1) After listening, let the students choose the most distinctive and favorite sentences to learn to sing. [Design Intention: The fourth-grade primary school students have gained certain ability to read music and imitate music, and their autonomy and purpose in learning have been enhanced. Therefore, the teaching content at this time is eclectic, so that students can get rid of the shackles of problems, guide students to appreciate carefully, choose their own learning content, hum along with the minor, and experience the unique charm of the minor. Cultivate students' ability to actively explore the highlights of music works and the habit of autonomous learning. ]

(2) Students should carefully taste and learn to sing the selected sentences. (Take individuals or groups as units) [Design intent: Let students put their choices into action, ponder carefully, learn to sing carefully, and cultivate students' problem-solving ability]

(3) Teachers show.

[Design intention: Teachers should take the lead, blend in with students and dare to expose themselves, so as to motivate students, encourage students to believe that they sing better than teachers, and thus cultivate students' courage to show themselves. ]

(4) Group presentation. (Recording contrast, piano accompaniment) [Design intention: Let students have a singer addiction. ]

(5) completely appreciate. (All buzzing)

3. Appreciate the beauty of music. Increase the appreciation of several minor songs and discuss the characteristics of students' summary of minor songs.

[Design intention: summarize the knowledge just learned, cultivate students' language generalization ability, broaden students' horizons and broaden their knowledge. The appreciation of Lantern Tune lays the foundation for learning to sing songs in the second class. ]

(3) On the way back, enjoy the beauty of music. Enjoy China folk songs.

[Design intention: To echo the first link, so that the whole class has a complete formal beauty, understand the profoundness of China's national culture, stimulate students' patriotic enthusiasm, and stimulate students' interest in further learning China's national music. ]

Fourth, the teaching schedule.

(1) 5-6 minutes. (2) 30-32 minutes. (3) 2-3 minutes.

Article 5 of the draft Music Curriculum Standard for Primary and Secondary Schools (experimental draft) states: "Music teaching should be based on stimulating students' interest in learning, which is an important guarantee for learning music. "When designing music teaching activities, how to adopt more effective teaching methods and the singing teaching mode of" learning while playing, enjoying while singing "according to students' physical and mental characteristics, to maximize students' enthusiasm and participation in learning music, cultivate children's interest in music and lay the foundation for their further study of music in the future is the central issue I have been thinking and exploring for five years. Under the direct guidance and care of Shanghai music inspector Wang Yueping and Xuhui District music inspector Li Beihua, through the continuous study and initial implementation of the new teaching materials and new concepts of singing and swimming in the second phase of curriculum reform in the past four years, I have more deeply realized that in the past, music appreciation classes in lower grades of primary schools paid more attention to children's repeated listening, while ignoring the inherent curiosity and activeness of lower grades. Therefore, the instructor wants to make a preliminary attempt to break through the old appreciation teaching mode through this class, especially the music appreciation class for junior children, and should stimulate students' interest in learning on the premise of interest cultivation, and further combine the theme of "game music" in this unit to cultivate children's unique perception, imagination and creativity in music appreciation works.

The teaching design of this course is based on how to stimulate students' interest in learning and cultivate students' good habit of listening to songs carefully, and further combined with the theme of "Game Music" in this unit, on the basis of making students fully feel the experience, students are given a certain amount of time to cooperate with their peers, so that students can participate in practice and creative activities happily, actively and actively, and feel the infinite charm brought by music and the fun of learning music. On this basis, the teaching objectives are as follows: First, by listening to the music "Toy Soldier March" and singing the song "Toy Soldier March", students can initially feel the majestic, majestic and lively artistic conception of music, experience the fun of playing with toys and try to play the role of "Toy Soldier". Second, you can sing the song "Toy March" with a cheerful and lively mood. Under the guidance of the teacher, let the students sing songs by combining "skipping rope" and "moving together" to sing happy scenes of children's games.

As the saying goes, "A good beginning is half the battle". For this reason, at the beginning of this class, the instructor carefully selected the unit song "Little Feet" that children love and are familiar with as accompaniment music, allowing students to freely choose their favorite games to perform and enter the classroom happily in the cheerful and beautiful three-beat music. In this joyful music atmosphere, we will continue to review the unit theme poem "Game Music" that we have learned, and under the guidance of the teacher, let the students sing the song "Toy March" by using the singing method of "skipping rope" and "moving in unison" to sing the happy scene of children playing.

In the spirit of the second phase of curriculum reform, we should focus on cultivating students' innovative spirit and creativity. According to each child's different musical personality characteristics, when designing the teaching link of listening and appreciation, the teacher also tries to fully mobilize the enthusiasm of each child. While grasping the game as the breakthrough point of learning interest, after listening carefully and fully feeling the majestic and lively artistic conception of the music "Toy Soldier March", give children free space to play their imagination, let students use body language spontaneously, experience the fun of "playing" toys and try to play "Toy Soldier". In addition to reflecting students' appreciation of the creative process of the works and their feedback after listening to them, it is particularly important to cultivate their good habit of listening to songs quietly in order to overcome the characteristics of strong initiative and weak persistence of junior children. For example, in the process of listening to the postscript, I recorded the music of the postscript separately so that the children could listen to the music carefully. What happened in the end? What happened to these interesting little toys? Please tell me with musical movements. Then choose some of the most representative toys and ask what they are doing. What does the music tell you? Then, among the small toys interviewed, some students replied: "Finally, the small toy fell into the trap, because I heard the music fall, so I felt that the small toy fell into the trap!" " This fully shows that although the junior children are young, I believe that as long as they listen carefully and think seriously, the junior students are fully capable of understanding their musical connotation at this level. Finally, after the children give full play to their imagination, the teacher will simply reveal the theme, author and creative background of this class, and try to build a stage for each student to show their own style.

Based on the perception of Toy Soldier March, the teaching feedback is given through "optimized learning". Let students experience the fun of writing and performing the song "Toy March" in different forms (such as chorus grouping, dance performance, musical instrument performance, etc.). ). While expressing the happy mood of "toy puppet", students' interest in music is cultivated through the teaching forms of student-student interaction, teacher-student interaction and a little banter, and the classroom is pushed to a new climax.

The design of this course strives to arouse students' desire to learn music, strengthen aesthetic experience and bring students a pleasant teaching method. Of course, there are still many shortcomings in curriculum design, and designers are eager for guidance and help from experts and teachers. At the same time, I hope it can cause exploration and research on this issue and explore a set of effective teaching methods.

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