On the Application of Micro-courses in Music Classroom Teaching
"Micro-course" refers to the whole process of teaching and learning activities that teachers carry out around a certain knowledge point or teaching link in the process of classroom education and teaching with video as the main carrier. The core component of "micro-course" is classroom teaching. Video (class case), also contains teaching materials related to the teaching theme, material courseware, teaching reflection, practice test and student feedback, teacher comments and other auxiliary teaching resources, which are jointly created by certain organizational relationships and presentation methods. A semi-structured and thematic resource unit applies “small environment.†Compared with other multimedia, micro-courses have shorter teaching time, less teaching content, less resource capacity, and “scenarioization†of resource composition structure.
As a new type of teaching method and learning method, micro-teaching combines various audio-visual equipments such as recorders, televisions, and video recorders into the same micro-class, which is easy to operate and can switch between different teaching methods. The micro-class breaks the time and space restrictions of primary school music classroom teaching, and creates more objective and real and effective teaching situations. Through the play and learning of small videos in the classroom, it can effectively help students understand song content, enrich emotional experience, solve rhythm problems, and cultivate Music interest, improving music aesthetic ability, understanding music history and related cultural knowledge, can give full play to students' subjectivity, teacher's dominance, improve teachers' teaching level and students' learning efficiency.
The music curriculum standard clearly states: Emphasis on music practice. The teaching process of music lessons is the practice process of music art. Through the practice of music and art, enhance the self-confidence of students' musical performance and cultivate a good sense of cooperation and teamwork. Today, with the rapid development of information technology, it has become an irresistible trend to use micro-courses to assist classroom teaching, set vivid and interesting creative activities, enhance students' aesthetic awareness, create awareness, and improve the efficiency of music classroom teaching.
The specific application of micro-courses in music classroom teaching:
First, the use of micro-courses in the teaching of music games
In the usual low-level music teaching, some interesting music is often interspersed to assist the teaching, but sometimes it will be self-defeating and does not achieve the expected results. The reason may be that the rules of the music game are not in place or the students are not understood. This teaching effect will be very general. For example, when students recognize the five notes 1, 2, 3, 4, and 5, they will teach the game "Little Monkey Picking Peach". Let the students play the little monkeys, and write the five notes of 1, 2, 3, 4, and 5 on the cute "peach". When the little monkey picks the "1" peach, let the students sing "1" and pick "2". When the peaches are made, the students are allowed to sing "2". At this time, some students do not understand. If you play a micro-course that introduces a music game, the effect will be more effective, which not only solves the problem, but also improves the teaching efficiency. Micro-course, with its unique scientific and visual characteristics, makes up for the shortcomings of textbook design, draws the distance between students and music, enjoys the pleasure brought by music games, and cultivates students' long-lasting interest in music.
Second, the use of micro-courses in music singing teaching
The problem of singing teaching in music classroom teaching has always been a very important area of ​​interest. During the class, teachers generally arrange to learn a song as the main task of this class. Around this task, teachers will organize a series of introduction and practice. Even enjoying, singing and other activities, but sometimes the students' singing did not achieve the expected results, the teacher treble demonstration is not in place, in the face of these difficult problems, timely use of the singing teaching in the micro-course to make up for the teaching defects can not only mobilize the students Learning enthusiasm, cultivating students' inner learning motivation, enriching teaching methods and teaching resources, and having broad application prospects in music singing teaching. The use of micro-curriculum has also changed the situation of students' repeated singers and passive acceptance of students, so that students can quickly enter the dynamic teaching environment and get inspiration in time to learn from interest.
Third, the use of micro-courses in rhythm practice teaching
Practice the difficult rhythms in the song with the help of micro lessons. In music teaching, rhythm is the first element that makes up music. Many students are not sure when the songs are sung. They need to separately extract the rhythm and practice separately. After the rhythm practice, most students can master the rhythm, but there are still some students who do not sing the rhythm, often feel that they have been wasting for a long time or not. ideal. These difficult rhythm teachings can use micro-courses to combine the difficulties of the songs with the micro-courses, and use the vivid audio and video changes in the micro-courses to present them intuitively and realistically in front of the students. Guide the students to master the difficult rhythm, and then mobilize the enthusiasm of each student to participate, cultivate students' self-confidence in singing, so that they can enjoy the joy in the rhythm practice, and be influenced by the beauty.
Fourth, the use of micro-courses in the teaching of musical instruments in the classroom
Use micro-courses to develop students' playing ability and interest. The music curriculum standards point out that instrumental performance plays an important role in stimulating students' interest in learning music and improving their ability to understand, express and create music. In the primary school stage, instrumental music teaching plays an important role in cultivating students' musical perception, creativity and musical performance. Class instruments are easy to learn, easy to play, and easy to teach collectively. However, the most annoying thing in the actual teaching is that the teacher demonstration is in place. Because there are many students in the class, the students can't see the fingering and the hand shape. When the students play, they become a chaotic piano. Using its intuitiveness and realism, it combines the fingering, hand and musical instruments of the students to make up for the students' "playing gaps", thus stimulating the students' true feelings and desire to play. As a result, the enthusiasm of students in classroom learning is even higher, and the classroom atmosphere is more active. Even the teacher has not taught the course, they have been able to play it accurately.
The use of micro-curriculum in music classroom teaching not only cultivates students' aesthetic perception, enriches aesthetic feelings, but also develops aesthetic imagination, deepens aesthetic understanding, effectively improves students' musical literacy, effectively absorbs and feels the connotation of music, and allows students to Really influenced by music emotions, thus promoting the optimization of music classroom teaching.
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