初中音乐教案范文(范文汇编时间是箭，去来迅疾，又将迎来新的挑战)(3)

There are many ways to import in class: conversation, stories, audiovisual methods, pictures, grammar, performances, games for children's songs fans...Different teaching materials should have appropriate import methods, and the most important thing is to import The time should not be too long, one or two minutes is appropriate. Take the audiovisual method as an example: In the introduction of the "Song on the Move" lesson, first I played the military parade for about 25 seconds without any explanation. All of them were attracted and shocked by this situation. They were conquered and moved all at once, and the class immediately shifted to a quiet teaching state.

三、Pay attention to the connection of knowledge between upper and lower links in teaching, so that the transition is natural

Take the teaching of rests as an example, the introduction of rests is buried in the practice music at the beginning of the class, and the four-note legato music of DOREMIFASOFAMIREDO is used to form the eighth notes and eighth rests of the same roll name. After practicing the short-jumping vocal practice song, the teacher asks the question: Are the effects of the two vocal practice songs of the same sang the same? Not the same, why not the same?什么原因？ The students will find the reason for the difference in the book: a vocal practice music has rests, and a vocal practice music has no rests. Teacher: Please talk about the music characteristics of the two above-mentioned tunes with endless talisman. Next, naturally enter the systematic study and understanding of the names and writing methods of rests. Rests exercises: exercises (一）: practice endless rhythms in the form of clapping hands; exercises (二）: change exercises (一） to rhythm exercises with full rests); exercises (三）: re Change the exercise (二） to a rhythm with two-part rests..., from easy to difficult, until finally it is changed to exercises with eight-part rests. Finally, the teacher asks the question again: how can rests be played in musical works What's the role? Listen to children’s songs with rests, "Radesky March", and "Sing a Folk Song for the Party" to let students come to the conclusion by listening to music: rests can make music short and powerful, cheerful and lively. Hatred, sobbing... and other effects. From the practice of the sound to the listening and appreciation, there is always a theme-the rest. This will pass through naturally, and it will be done in one go.

四、 Fully and reasonably use other forms of expression of the same work

Most of the musical works presented in textbooks, whether they are singing content or appreciation content, have only one version. In order to enrich the classroom, stimulate students' enthusiasm for learning, and satisfy students' hearing to the greatest extent Teachers need to do a lot of data collection work to fully and reasonably use other forms of expression of the same work in the classroom. For example, when studying the song "Let the world be filled with love" in the first unit of the 15th volume, I played the recording in the teaching CD (adult chorus of a hundred people) to the students, and also played a chorus sung in children's voices. Songs and solo songs with slightly changed melody sung by Zhang Liangying and others. Different versions of the same music with a variety of timbres, different singing methods, different singing forms, and melody changes give students the greatest auditory impact, and students react extremely good. Some works have not only vocal music (or song music) but also music (or vocal music) and dance music adapted from it. For example, "Gada Meilin", it has the form of vocal music of folk songs, and it also has the form of instrumental music of symphonic poems. We collect and introduce classrooms as much as possible, which can enrich classroom teaching, and expand students’ horizons. Feeling the same theme music from multiple levels makes students feel that a song can be created multiple times and can have so many forms of expression, which inspires students' imagination and creativity. Due to the abundance of audiovisual materials, the students are interested in teaching and willing to participate in teaching activities. They also talked freely about their own preferences and opinions on different ways of expressing songs.

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