Second, the case background:
The teaching philosophy of this course is: "take aesthetics as the core and interest as the driving force to build interactive teaching." The music "Golden Peacock Jumping Gently" is selected from the third volume of music teaching material of People's Voice Edition. It is a song with strong Dai dance style, with two beats. I inspire students to feel the style of Dai dance with body movements. Therefore, we choose the teaching design with peacock as the theme. This class is an independent, open and vivid dance class, with proud as a peacock and tiptoe walking as two basic elements.
The key to stimulate students' interest in dance is to grasp their psychological characteristics. "Curious, active and good at imitation" are the physical and mental characteristics of children, so this lesson inspires students to imitate peacock dance's basic movements by observing the characteristics of peacocks and the teacher's dance. Appreciate the teacher's demonstration, observe the pictures and use your imagination. Fully arouse students' enthusiasm and imitate peacock's movements. In view of the age characteristics of children with strong curiosity, my wonderful peacock dance performance is the opening and novel introduction of the class, so that students can feel the beauty and fun in dancing through intuitive appreciation. Through listening, speaking, thinking, doing, jumping and other activities, we can create a relaxed and lively interactive atmosphere, establish a harmonious relationship between teachers and students, and mobilize students' enthusiasm. Therefore, students can play and create in their study. With the appearance of the big peacock, I always run through the whole classroom and have a series of interactions with students, so that students can really participate in learning activities wholeheartedly.
Third, the teaching objectives:
1. Arouse students' interest in learning dance by appreciating peacock dance.
2. By studying music, we can understand the style of Dai music and master the rhythm characteristics of double beats.
3. By learning dance, master peacock dance accurately and train students' coordination.
Fourth, teaching focuses on difficulties: mastering music is the key point, and learning dance is the difficulty.
Verb (abbreviation for verb) highlights:
Classroom playback 1: peacock dance
I introduced it with an image and a beautiful peacock dance. Remind the students before the performance that I want to make a beautiful skirt out of a piece of cloth and start dancing.
Teacher: Children, the teacher is going to dance today. This is a small jumping animal. Please watch carefully and see what animal the teacher jumps. (Playing with the music teacher)
Student: Peacock.
Teacher: The child is really clever. Then tell me how you can tell. Which action of the teacher is most like a peacock? (Show pictures of peacocks)
Health: Just look at the peacock's gesture. Ah, what a beautiful peacock! (Students look at the pictures)
Teacher: The teacher wants to ask the children if they think the teacher dances well.
Student: OK, what a beautiful peacock.
Teacher: Why didn't the teacher hear the applause?
Health: (clap your hands).
Teacher: Just now, the teacher performed a big peacock. Do you want to dance like a peacock?
Health: Yes.
Because I am a dance major, I presented a beautiful peacock dance to my classmates intuitively. Fun and imitation are children's nature. Grasp the characteristics of students, talk with them easily, and let children start new lessons in this strong interest. )
Classroom Replay II: Learning peacock dance Music
The teacher put forward the topic of "Golden Peacock Jumping Gently".
Teacher: Listen carefully to peacock dance's music. Let's listen to the beat of this music.
Student: Two beats.
Teacher: I want to see which child is the cleverest and tell the teacher what are the characteristics of the second beat. Children, listen to the position of the racket? (High five, low shoulders)
Health: ...
Teacher: Did the children notice that the teacher patted his hand heavily and his shoulder lightly? Pay attention to the difference between light and heavy, so the rhythm characteristics of two beats are the difference between strong and weak. I hope the children will remember that the little peacock that will jump in the future must be a lively peacock.
Teacher: Consolidate the practice beat (ask students to beat the rhythm pattern of other parts of the body)
Teacher: Good little peacock is familiar with music, so let's learn from peacock dance now.
Get familiar with and master music better, and lay a foundation for learning peacock dance. Music is the sound of dance, and dance is the form of music. Music teaching in our dance class serves for dance teaching, and its purpose is to help students better understand dance, learn dance and stimulate students' interest in dance.
Classroom Replay III: Learning peacock dance
Teacher: What action can the children tell that the teacher just jumped the peacock dance?
Student: (The way students make that gesture)
Teacher: Some children have a good peacock posture. Now the teacher teaches the children how to dance the little peacock dance more vividly. First, let's learn the gesture-peacock gesture. Pinch your thumb and forefinger, and the last three stand up hard.
Health: (imitation)
Teacher: The last three fingers must stand up, so that you are a beautiful and energetic little peacock. Look, is the big peacock beautiful? After the arrangement, our wrists broke and shook.
Health: Practice gestures with music (broken fingers shaking)
Images imitate animals, which makes students have a strong interest in dance learning. )
Teacher: But our little peacock still can't move! Then let's learn how peacocks walk. (Learn to walk on tiptoe)
Teacher: The teacher asked the children to observe carefully and see the difference between the big peacock and those little peacocks. I stand on my forefoot.
Student: The teacher stood up.
Teacher: What's the difference between walking on tiptoe now?
Health: Go up and the big peacock stands up. (scrambling to answer)
I designed this teaching in order to fully embody inquiry teaching and let students find problems independently. Teachers don't always teach students to learn. Let students become small teachers themselves, stimulate students' interest in learning and thirst for knowledge, and truly realize students' autonomy)
Six, case analysis:
(1) 1. Grasp the physical and mental characteristics of students' age, stimulate and cultivate students' interest in learning dance, and let students experience the beauty of dance.
Grade two students are mainly thinking in images, curious, active, imitative and dexterous, which is more suitable for intuitive teaching by imitating body dance teaching methods, so that students can learn in a happy atmosphere, cultivate their interest in dance and improve their dance quality. Therefore, all aspects of this class are based on imitation, and the students are guided to experience small animals by imitating animals to dance in images. Cultivate students' interest in dance, develop their ability of appreciation, imagination and expression, and improve their understanding of beauty. At the beginning, the teacher grasped the characteristics of students' love to imitate performances, organized teaching with small dance rhythm, and made students actively concentrate and enter learning through vivid and rhythmic body movements. In a word, I designed the teaching according to the students' physical and mental characteristics in this period: thinking in images, strong curiosity, strong imitation, giving a typical rhythm and interacting with students to feel the peacock dance characteristics of the Dai people. Fully mobilize students' multiple senses and stimulate students' interest and thirst for knowledge.
2. Pay attention to "beauty", take aesthetics as the core, create situations and create a relaxed teaching environment, so that students can study easily and happily.
In order to make students like dance from the beginning, appreciate beautiful dance and promote students' understanding and pursuit of beauty. I set a scene in peacock dance to give students an intuitive initial impression of beauty, so as to gain aesthetic pleasure. In the creation of situations, people should have aesthetics and aesthetics. In order to create a relaxed environment, I communicate with students through conversation. For example, "What do children think of the performance of the big peacock? Then why can't you hear applause? " These relaxed teaching environments have laid a good foundation for later teaching.
3. Fully arouse students' interest in learning and adopt independent, imitative, cooperative and interactive learning methods.
Interest is the best teacher. Stimulating students' interest in learning and gradually forming students' interest in learning music is an important guarantee to promote students' learning dance. Create a situation in which a big peacock interacts with a small peacock. Students play the peacock as the main body and participate in the study. In teaching, 1) was first acted by my teacher (for better image, I compared myself to a big peacock and the students to a little peacock), and the students followed suit. 2) Further enrich blood through exchanges and cooperation (mainly using I ask students to answer). 3) Students should observe the movements carefully and explore learning methods. Reduce teacher teaching and students' stylized teaching. We should give full play to students' main role, let students find and solve problems, and let students teach teachers interactive learning. 4) In order to let students master the movements better, I practice through the cooperation between students and teachers. Students do small peacock movements to find big peacocks, so that students can fully integrate into the artistic conception of beauty and produce beautiful pictures. 5) After fully mastering the movements, students are required to cooperate with each other and perform in an orderly manner. (Six small circles become six orderly rows interspersed in the classroom) "Today, the big peacock and the little peacock get along very happily, and now the big peacock is going to say goodbye to the little peacock. We shook the peacock gesture and stood on tiptoe to say goodbye to the teacher. " Hardly had my voice fallen when the bell rang. At this moment, my heart is full of joy. Because this class achieved good results and was very successful, it basically realized my teaching philosophy. What is more gratifying is to finish the teaching task on time and master the time just right, which is my greatest progress.
(2) To make children like dancing, we must first like you as a dance teacher. If you want your children to like you, you should love them, have a childlike innocence, be good at listening to their voices, make friends with them, arouse their excitement with innocent and interesting language and body movements, and attract them to the wonderful dance world.
In a word, the integration of dance art has brought new vitality to our music class. We should constantly improve, perfect and implement it, so that dance art can further play its unique role and contribute to the development of students' comprehensive quality.
Second, the case background:
The teaching philosophy of this course is: "take aesthetics as the core and interest as the driving force to build interactive teaching." The music "Golden Peacock Jumping Gently" is selected from the third volume of the People's Voice Music Textbook. It is a song with a strong Dai dance style, with two beats. I inspire students to feel the style of Dai dance with body movements. Therefore, we choose the teaching design with peacock as the theme. This class is an independent, open and vivid dance class, with proud as a peacock and tiptoe walking as two basic elements.
The key to stimulate students' interest in dance is to grasp their psychological characteristics. "Curious, active and good at imitation" are the physical and mental characteristics of children, so this lesson inspires students to imitate peacock dance's basic movements by observing the characteristics of peacocks and the teacher's dance. Appreciate the teacher's demonstration, observe the pictures and use your imagination. Fully arouse students' enthusiasm and imitate peacock's movements. In view of the age characteristics of children with strong curiosity, my wonderful peacock dance performance is the opening and novel introduction of the class, so that students can feel the beauty and fun in dancing through intuitive appreciation. Through listening, speaking, thinking, doing, jumping and other activities, we can create a relaxed and lively interactive atmosphere, establish a harmonious relationship between teachers and students, and mobilize students' enthusiasm. Therefore, students can play and create in their study. With the appearance of the big peacock, I always run through the whole classroom and have a series of interactions with students, so that students can really participate in learning activities wholeheartedly.
Third, the teaching objectives:
1. Arouse students' interest in learning dance by appreciating peacock dance.
2. By studying music, we can understand the style of Dai music and master the rhythm characteristics of double beats.
3. By learning dance, master peacock dance accurately and train students' coordination.
Fourth, teaching focuses on difficulties: mastering music is the key point, and learning dance is the difficulty.
Verb (abbreviation for verb) highlights:
Classroom playback 1: peacock dance
I introduced it with an image and a beautiful peacock dance. Remind the students before the performance that I want to make a beautiful skirt out of a piece of cloth and start dancing.
Teacher: Children, the teacher is going to dance today. This is a small jumping animal. Please watch carefully and see what animal the teacher jumps. (Playing with the music teacher)
Student: Peacock.
Teacher: The child is really clever. Then tell me how you can tell. Which action of the teacher is most like a peacock? (Show pictures of peacocks)
Health: Just look at the peacock's gesture. Ah, what a beautiful peacock! (Students look at the pictures)
Teacher: The teacher wants to ask the children if they think the teacher dances well.
Student: OK, what a beautiful peacock.
Teacher: Why didn't the teacher hear the applause?
Health: (clap your hands).
Teacher: Just now, the teacher performed a big peacock. Do you want to dance like a peacock?
Health: Yes.
Because I am a dance major, I presented a beautiful peacock dance to my classmates intuitively. Fun and imitation are children's nature. Grasp the characteristics of students, talk with them easily, and let children start new lessons in this strong interest. )
Classroom Replay II: Learning peacock dance Music
The teacher put forward the topic of "Golden Peacock Jumping Gently".
Teacher: Listen carefully to peacock dance's music. Let's listen to the beat of this music.
Student: Two beats.
Teacher: I want to see which child is the cleverest and tell the teacher what are the characteristics of the second beat. Children, listen to the position of the racket? (High five, low shoulders)
Health: ...
Teacher: Did the children notice that the teacher patted his hand heavily and his shoulder lightly? Pay attention to the difference between light and heavy, so the rhythm characteristics of two beats are the difference between strong and weak. I hope the children will remember that the little peacock that will jump in the future must be a lively peacock.
Teacher: Consolidate the practice beat (ask students to beat the rhythm pattern of other parts of the body)
Teacher: Good little peacock is familiar with music, so let's learn from peacock dance now.
Get familiar with and master music better, and lay a foundation for learning peacock dance. Music is the sound of dance, and dance is the form of music. Music teaching in our dance class serves for dance teaching, and its purpose is to help students better understand dance, learn dance and stimulate students' interest in dance.
Classroom Replay III: Learning peacock dance
Teacher: What action can the children tell that the teacher just jumped the peacock dance?
Student: (The way students make that gesture)
Teacher: Some children have a good peacock posture. Now the teacher teaches the children how to dance the little peacock dance more vividly. First, let's learn the gesture-peacock gesture. Pinch your thumb and forefinger, and the last three stand up hard.
Health: (imitation)
Teacher: The last three fingers must stand up, so that you are a beautiful and energetic little peacock. Look, is the big peacock beautiful? After the arrangement, our wrists broke and shook.
Health: Practice gestures with music (broken fingers shaking)
Images imitate animals, which makes students have a strong interest in dance learning. )
Teacher: But our little peacock still can't move! Then let's learn how peacocks walk. (Learn to walk on tiptoe)
Teacher: The teacher asked the children to observe carefully and see the difference between the big peacock and those little peacocks. I stand on my forefoot.
Student: The teacher stood up.
Teacher: What's the difference between walking on tiptoe now?
Health: Go up and the big peacock stands up. (scrambling to answer)
I designed this teaching in order to fully embody inquiry teaching and let students find problems independently. Teachers don't always teach students to learn. Let students become small teachers themselves, stimulate students' interest in learning and thirst for knowledge, and truly realize students' autonomy)
Six, case analysis:
(1) 1. Grasp the physical and mental characteristics of students' age, stimulate and cultivate students' interest in learning dance, and let students experience the beauty of dance.
Grade two students are mainly thinking in images, curious, active, imitative and dexterous, which is more suitable for intuitive teaching by imitating body dance teaching methods, so that students can learn in a happy atmosphere, cultivate their interest in dance and improve their dance quality. Therefore, all aspects of this class are based on imitation, and the students are guided to experience small animals by imitating animals to dance in images. Cultivate students' interest in dance, develop their ability of appreciation, imagination and expression, and improve their understanding of beauty. At the beginning, the teacher grasped the characteristics of students' love to imitate performances, organized teaching with small dance rhythm, and made students actively concentrate and enter learning through vivid and rhythmic body movements. In a word, I designed the teaching according to the students' physical and mental characteristics in this period: thinking in images, strong curiosity, strong imitation, giving a typical rhythm and interacting with students to feel the peacock dance characteristics of the Dai people. Fully mobilize students' multiple senses and stimulate students' interest and thirst for knowledge.
2. Pay attention to "beauty", take aesthetics as the core, create situations and create a relaxed teaching environment, so that students can study easily and happily.
In order to make students like dance from the beginning, appreciate beautiful dance and promote students' understanding and pursuit of beauty. I set a scene in peacock dance to give students an intuitive initial impression of beauty, so as to gain aesthetic pleasure. In the creation of situations, people should have aesthetics and aesthetics. In order to create a relaxed environment, I communicate with students through conversation. For example, "What do children think of the performance of the big peacock? Then why can't you hear applause? " These relaxed teaching environments have laid a good foundation for later teaching.
3. Fully arouse students' interest in learning and adopt independent, imitative, cooperative and interactive learning methods.
Interest is the best teacher. Stimulating students' interest in learning and gradually forming students' interest in learning music is an important guarantee to promote students' learning dance. Create a situation in which a big peacock interacts with a small peacock. Students play the peacock as the main body and participate in the study. In teaching, 1) was first acted by my teacher (for better image, I compared myself to a big peacock and the students to a little peacock), and the students followed suit. 2) Further enrich blood through exchanges and cooperation (mainly using I ask students to answer). 3) Students should observe the movements carefully and explore learning methods. Reduce teacher teaching and students' stylized teaching. We should give full play to students' main role, let students find and solve problems, and let students teach teachers interactive learning. 4) In order to let students master the movements better, I practice through the cooperation between students and teachers. Students do small peacock movements to find big peacocks, so that students can fully integrate into the artistic conception of beauty and produce beautiful pictures. 5) After fully mastering the movements, students are required to cooperate with each other and perform in an orderly manner. (Six small circles become six orderly rows interspersed in the classroom) "Today, the big peacock and the little peacock get along very happily, and now the big peacock is going to say goodbye to the little peacock. We shook the peacock gesture and stood on tiptoe to say goodbye to the teacher. " Hardly had my voice fallen when the bell rang. At this moment, my heart is full of joy. Because this class achieved good results and was very successful, it basically realized my teaching philosophy. What is more gratifying is to finish the teaching task on time and master the time just right, which is my greatest progress.
(2) To make children like dancing, we must first like you as a dance teacher. If you want your children to like you, you should love them, have a childlike innocence, be good at listening to their voices, make friends with them, arouse their excitement with innocent and interesting language and body movements, and attract them to the wonderful dance world.
In a word, the integration of dance art has brought new vitality to our music class. We should constantly improve, perfect and implement it, so that dance art can further play its unique role and contribute to the development of students' comprehensive quality.