Music Teaching cannot be “discontinuous”

2022-05-17 0 By

Teachers of Chen Wenjuan famous Teachers’ Studio in Huangpu District, Guangzhou discuss the work summary and research activity of 2021-2022 autumn semester of Chen Wenjuan Famous Teachers’ Studio in Huangpu District, Guangzhou in January.Chen Wenjuan, a member of music teaching and research in primary school of Huangpu Education Research Institute, recommended two articles about “continuous teaching” in music teaching to studio teachers.Is Beijing based education teaching research center, primary and secondary school music education institution Liang Honglai, director of the teaching and research section of the introduction to the characteristics of the “in place of music teaching” and its teaching requirements “and the Beijing xicheng district education research institute academic member of middle school music course of liu” to let the students of music accomplishment in the place, “school music teaching”, for example, “,And assign the studio teachers to finish the intensive reading of the article and reading notes during the winter vacation.In March, the teachers in the studio not only finished the study and intensive reading of the article, but also thought about it based on their own teaching experience.The teachers said that “continuous teaching” inspired them to consider music teaching as a complete “chess game”, and to consider the continuity of teaching content and methods more deeply.Overlap and Extension Lin Qimin, a music teacher at Xingang Primary School in Huangpu District, Guangzhou, summed up her own understanding of “continuous music teaching” : “My understanding includes both overlap and extension.Overlap is a review of the preceding order.Each lesson is a review and consolidation of the last lesson, along with the teaching content, and then extended backward.”Review can be achieved through the group or individual spot check, can take the class before the small monitor review with singing, basic training combined with the class content, through the game solitons to each student quickly check the form.Extension is the follow-up learning, which is also a continuation of the last lesson to carry out new content learning.She very much agrees with teacher Liang Honglai in the article “On the Characteristics and Teaching Requirements of” Continuous Music Teaching “” Teaching that only relies on teaching enthusiasm and personal experience and violates the rules of teaching is likely to cause ineffective teaching and even adverse teaching problems for the growth of students”.Based on her own experience teaching music to younger students, Ms. Lin found that she initially followed the lesson plan entirely, which didn’t work well.The reason is that the teaching steps are not timely adjusted according to the specific learning situation of students, and the teaching links and ideas written in the lesson preparation book are easy to become “armchair armchair”. Even if the content of the last lesson is reviewed in each class, the students’ mastery of the old knowledge is not very good.After observation and thinking, she found that students in the lower years have a strong ability to accept and be tolerant of new things, but they need a lot of repetition, especially the repetition of “changing patterns”.”Slower” is more suitable for younger students.Qimin Lin believes that a very important point of continuous teaching is the teacher’s overall view. Teachers should have a systematic and clear understanding of the knowledge that students should master at this stage, and be able to link up the knowledge framework and conduct teaching in an orderly manner.While students are required to accumulate certain songs, music teachers should also have a considerable repertoire.When teaching new content, the teacher uses the “familiar song” to draw inferences, the student will understand more easily;In the stage review, the same type of songs will be strung together to review, which is more conducive to the accumulation of students’ repertoire.Only by truly absorbing the past content and becoming their own knowledge reserve, students are likely to “continue” in the following study, rather than “discontinuous”.”Listen, sing, write and create” synchronous consolidation of “continuous teaching”, that is, the music ability of students in each class has increased compared with the previous class.This is the understanding of an Weisha, music teacher of Yiyuan Primary School in Huangpu District, Guangzhou city, on “continuous teaching” after reading “Brief Discussion on the characteristics and Teaching requirements of” continuous music Teaching “.She learned from the article that “new teaching”, “review” and “application” should be clearly defined when setting teaching goals.Looking at her own teaching, Anwetha found that “new teaching” and “review” often occurred, while “application” was easily overlooked.Music teachers often inspect students’ listening and singing ability in teaching, while writing and creating ability are often ignored, while writing and creating ability is a reflection of students’ using ability.Anweisha also started to pay attention to students’ writing and creative ability after participating in the reading and writing group of Teacher Wenjuan Chen’s studio.Combined with her previous study and in-depth reading of this article, she realized that listening, singing, writing and creation should be carried out simultaneously in music teaching along with music practice activities, and should start from the lower years as soon as possible.For example, in the early years of primary school, when teaching music score, teachers can start from students’ cognition of the song name, key, beat and bar number of the work, which is the initial “writing down” from know.In the teaching of writing and creation in high grades, most of the teaching starts from oral writing and creation, no matter it is written or written, it should be sung to make sense.Succeeded in Improve ability in huangpu district of guangzhou east elementary school music teacher xiang-hui Chen from the introduction to the characteristics of the “connection type” music teaching and teaching requirements “the experience, the article in the classroom teaching content, both before and after the connection, even overlap, up and down in front of each class to review and consolidate learning content, and then the difficulty of gradient rise.Combining with his practical experience of music teaching in the younger years, he thought about “continuous teaching”.It is particularly important to construct the ability of pitch perception in primary schools.Chen Xianghui said, regarding the initial establishment of pitch sense, there is a clear and definite arrangement in the first semester of huacheng edition music teaching material of the first grade. Only by in-depth understanding of these closely related knowledge and content can it be possible to continue teaching in teaching.In this large unit, music teachers can not simply let students sing four simple songs, but through these teaching materials, cultivate and tamp students’ minor three singing, singing ability, for the subsequent learning to reserve knowledge and energy.Teaching materials for pitch sense is built step by step, step by step, scientific rules, teachers should understand the teaching materials, understand the potential law of teaching content, continuous teaching.For the construction of listening, singing, writing and creative ability, teachers should first cultivate students’ auditory ability in teaching, and lead students to perceive and recognize sound through imitating and singing, so as to improve their auditory sensitivity.Teachers should always remember to train students to “listen” this ability, quiet listening, listening to the ear sing silently, while singing while listening, are a special musical skills.After having a certain reserve of “listening” and “singing” ability, we can continue to learn “writing” and “creation” in music.”On the Characteristics and Teaching Requirements of” Continue-style “Music Teaching” mentioned in the article, continue-style teaching advocates that concept teaching should be bound to the teaching principles of specific works.The concept of “weak bar” appeared for the first time in Lesson 7, When We Are Together, volume 1, Grade 3 of the Music textbook of Huacheng Edition.While leading the students to sing the song well, Chen Xianghui consciously led the students to recite the song, and firmly tied this knowledge point to the work “When We Are Together”.In the second review lesson, he threw out two songs “Turkey in the Straw” and “There’s a Doll” that he had learned in the second grade. After singing, students immediately recognized that these two works also had “weak bars” according to the knowledge concepts they had learned, which had a good effect on the review and consolidation of this knowledge point.Guiding teachers to read deeply Chen Wenjuan believes that the connotation of continuous teaching is “large unit design”, teaching and learning with the idea of “a game of chess” and “overall view”, so as to truly realize deep learning.From before the winter holiday for teachers recommended deep reading article, after the start of the book report feedback from the teachers, she felt some teachers to further deepen the understanding of studio: not casual, casual, such as music teaching music discipline has its own discipline knowledge system, the formation of students’ music quality must have the ability of music as a support, etc.Teachers are also more clear that music teaching should follow the professional characteristics of music discipline, follow the rules of music learning, follow the characteristics of students’ cognitive and physical and mental development, and really carry out music teaching with norms, rules and rules into practice.Chen wenjuan’s recommended reading of these two articles is based on the teachers’ teaching practice. From practice to theory, they will have a deeper understanding of the theory, and practice will be more oriented when the theory is used to guide practice. Such recommended reading has obvious positive effects.Recommended reading is an indispensable part of Chen Wenjuan’s studio study activities. She recommends books, policies and regulations, professional newspapers and articles for teachers.Such as “kodak’s music education idea and the Hungarian music education” (Yang Limei), “listen to the music” ([us] Craig Wright) and other books, aesthetic education, education policy documents, the Chinese music education, the primary and secondary school music education “, “music world” music weekly newspapers, combining the current education or music education the hot and difficult problem of selected articles, etc.As a music teacher and researcher, Chen Wenjuan thinks that this kind of task-driven recommended reading can encourage teachers to calm down and think deeply, especially in this era when people are accustomed to fragmented reading, only when they read slowly can they have true feelings and true feelings.Deep reading is essential to the professional development of music teachers.Chen Hui Hui/Wen