Elementary school music teacher-student classroom interaction
and effective strategy for research
【Summary】 elementary school music classroom teacher-student interaction
is at the primary school classroom situations, occurs in the interaction
between teacher and student exchanges, dialogue and interaction associated with the dynamic process and interaction. Interactive classroom teaching many ways, more fundamental are teacher-student interaction, Chow Sang
Sang interaction, human-computer interaction in several. The author of the
new curriculum through teacher-student interaction under the concept of
understanding of the concept, analysis of the current music classroom teacher-student interaction of several errors in an objective analysis of
the impact of effective interaction between teachers and students of four factors, and explore the classroom primary school music teachers and students made effective Several interactive strategy, which the new curriculum reform for promoting a certain referential significance.
Keywords: music teaching student-teacher interaction
First, under the concept of the new curriculum understanding of the concept of teacher-student interaction
"Teacher-student interaction," the concept of classroom teaching is not a
new generation of product of the ancient times. Whether in ancient China, Confucius and his disciples of the discussion, or the Roman educator Quintilian's "Teaching is to not teach", are more or less in the form and content has become a "teacher-student interaction" of the pilot. Developed to present a new class idea, classroom teaching is not a simple knowledge
of the learning process, it should be the process of teachers and students grow together. The role of teachers is undergoing great changes, from
teaching to promote those who were converted by the manager into a guide who, by the "lofty" were transformed into "equal in the Chief." "Music Curriculum Standards" in the teaching proposal states: "Teachers communicate with students and music is the bridge", "teachers in the
teaching process should be the establishment of democratic equality in the relationship between teacher-student interaction." Teacher-student
interaction can promote the development of the entire teaching process is
the main way to promote student learning, good teacher-student
interaction, especially primary-school classroom in the teacher-student
interaction will not only help improve the efficiency of classroom instruction, students are more conducive to physical and mental health
2, music, part of the classroom teacher-student interaction occurs
1, mistaking the lively activity is an interactive
In the classroom, often this phenomenon occurs, teachers learn that the students are taught to do with music, rhythm, when the students would immediately unusual, "lively" phenomenon until the music began, some students began loud laughter, some students began to silence trance, some began to put off one another, I feel embarrassed, just do something else.
I think this is mainly the lack of interactive learning rules, it is generally speaking not a radius with no rules.
2, the misconception that a simple worthless is an interactive Q & A
We say that the teaching aspect is the interlocking, including design
issues, like the clever verbal questions and answers that can act as a "nexus" role. In the classroom, some worthless questions and answers will
not only delay the school hours, but no sense of teaching.
3, the misconception that student participation is an interactive inefficient
In our classroom life, teachers at the center position, respectively, to interact with each student, so conducive to establishing a sound and stable organization, and all in order to facilitate the teaching and
learning activities of teachers as the main consideration, but also very beneficial for teachers to control classroom , easy to grasp the progress and the situation in the classroom, but because of the volume and surface interactions are limited, can not fully interact with students, many students can not get to meet the needs of communication, some students and teachers are not good at communication may be due to loss of learning due opportunities. Some teachers will think: the students between classes
playing chase with each other to do the game, played with enjoying themselves, but one to the school, teachers invite students to join the game, why only two of 33 were both involved? In teaching, teachers and students together immersed in the sea of music, to arouse emotional resonance, each student will be able to appreciate the captivating music, can express the feelings. In such an atmosphere, teachers, and then in due course to guide, to mobilize students to emotions, active communication
with students, to share feelings in mind, the classroom atmosphere, naturally mobilized, the students are no longer passively accept the teacher to impart knowledge, but to participate fully in the teaching activities to go easy active interaction between students and teachers and students can also obtain more favorable interaction of the harvest, the teaching is self-evident a significant effect.
4, mistaking the means is the complete audio-visual interaction
Popular in e-education today, many teachers also "fashionable", often through computers, multi-media teaching to interact with students. The use of human-computer interactive learning approach to help students to answer various questions to determine the status of student learning levels, so
that teaching and counseling targeted to achieve individualized. Computer-
aided teaching interactive learning method is ever the traditional mode of
teaching can not be achieved, it can enable students according to their ability to control the learning progress and needs, but also a certain content will not be missed did not understand, or at had to give up, enough to have an inferiority complex, affecting learning and overall quality of mental health development. But the audio-visual equipment, re-
complete, such as music fairy tale "Peter and the Wolf" before, I put pictures and multimedia open, requiring students to use "musical ear" listening "to see who's eyes could speak, your eyes Qingtongxuemen in mind, you can see to tell you ... .... " At this time, "happy",
"dangerous", "tense", "joy" ... ... all the kids in good faith in Jin Xian Yan Mou into, then to invest, then the way real, as if really pleased to see the ducks, happy bird, cunning big black cat, fierce wolf, clever and brave Peter ... ... If the class session, the conduct of classroom teaching can not be a good part of the organization, is another nice multi-media images are futile, and can not be really become a good tool for teacher-student interaction.
Third, the factors that affect the teacher-student interaction and
effective analysis of
Effective cooperative learning is the teachers and students, Chow Sang Sang interaction, from interpersonal emotional impact, resulting blend of music class attracted a number of lively children's exactly the form of a variety of interactive activities. So, how to improve the music lesson in the effective teacher-student interaction? I did the following analysis:
1, easy and harmonious classroom atmosphere
In music teaching, students like the relaxed, joyful atmosphere of equality in the classroom, students feel happier, and thinking are also active, and active learning so time and time again been mobilized and keen interest in, and learn everything then there Zi flavored. "Water Flowing
Down a clear source of living is simply fixed the loose leaf." Classroom contains a fresh vitality, and only student-teacher interaction in
classroom teaching to get into full play and the lives of the students in order to unleash the potential brilliant spark. Full respect for the individuality of students, but also students in the free space. Teachers
have to create democracy, equality, liberal, free classroom atmosphere and learning environment so that students can be fully personalized Zhang
Yang. I teach, "Bees," a class, in the dress, I put clothes designed to work with bees close to the color appearance; in roles, the whole class bee to symbolize the main character, I also dress up this role, so that students who Thinking about the active, in the later part of teaching, their learning is very happy, I am also very easy to teach.
2, clever ask questions in class
Music classroom teaching is student-centered, teacher-led activities in
the bilateral interaction. In the classroom teaching process, we must
bring into full play the main role of the students. Question is an art, it is necessary to use well, let it benefit from classroom teaching, the key is that teachers should carefully designed pre-class problems, class,
flexible use. We often say that teachers are the organizers of student learning activities, guides. Teachers in the classroom, can have a variety of ways the organization and to guide students to learn, of which the most common way is to use language to guide. So when teachers in the design of
the problem for the purpose of a clear intent to be clear. For example, in the "Flight of the Bumblebee," a class so that students listen to music, while an active brain to think which will be the arrival of small animals,
they have what characteristic? Students thought suddenly opened, and some said: "Yes bees, they will be issued when the fly buzzing sound"; Some said: "It's the body behind barbed"; ... ... So, the students according to their own The idea, design their own imaginary scenes, in the light of the songs in the show up. In this way, students develop good "listening" habits; also makes in-depth appreciation of the songs, learn singing and performing is more a matter of course. Reposted elsewhere in the paper for
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3, music teachers, classroom teaching behavior
In the music classroom, many teachers still holds the absolute "right
to speak." Some teachers are still unable to lay down their own "dignity", for some independent-minded students, and can not engage in a dialogue and equal manner. Teachers are student learning guide and facilitator, in teaching, teachers should guide and promote student self-inquiry learning.
Some teachers appear to be actively guide students, but actually it is a
question and answer traction teaching aimed at teaching the students to their pre-traction the answer. Such a guide is definitely not advocated by the new curriculum guide, it is impossible for students to musical capabilities, as well as the development of thinking ability, teachers did not really have doubts about the student guidance and the promotion of places to help them solve their problems. Therefore, the classroom teacher voice to be kind, to enable students to get close, and can generously to
talk his own views.
4, effective classroom discussion
In music class teaching, group or whole class and regular basis in order to carry out some discussions, not only can improve the quality of teaching, but also helps students develop innovative awareness. Practice has proved that reasonable and effective discussion of students can not only fully mobilize the enthusiasm and initiative, but also to enhance the students understanding of the content of textbooks. The students through
discussion, debate, thought, knowledge will be more profound, more accurate reflection of the problem would be more comprehensive and conclusions of the expression will be more systematic and structured.
4, elementary school music teacher-student classroom interaction and
effective strategy for
(A) the creation of democratic and harmonious atmosphere interactions leading to an effective teacher-student interaction
Psychologists said: When people feel comfortable to learn, work,
ideas will open; in depression when the ideas will be parochial. In the classroom, students are only in a relaxed and harmonious environment, have the courage to raise their hands to speak, to express their views, have the courage to express themselves, create something new. In music class,
the most obvious is that we can boldly confident singing, performing. Through the design of the game situation, and create a lively atmosphere for students to learn from each other, to complement each other, so that
students know the students the benefits of mutual cooperation between the. Equal, harmonious relations between teachers and students and free and happy atmosphere is to facilitate interactive teaching and learning one of the engines. Teachers in the classroom to create an acceptable,
supportive, tolerant classroom atmosphere can give the students the safety of the psychological and spiritual encouragement to meet the community's acceptance of students, decision-making, pro, and other contacts, so that
the students delight and actively engage in an interactive.
The use of emotional exchange, teachers should adopt the language, smile, eye contact, gestures and other media and among students face interaction, cross contamination. Such as: song "Lovely flock" is a
description of the vast, beautiful Mongolian steppes beautiful, lyrical songs. When the concert, teachers eyebrows rose, smiling, face and eyes reveal praise, longing for love, convey to students the feeling of the songs. The students were infected, and some stretch his arms, and some
body gently shaking, his face with joy, smiles, expression of inner experience.
In music teaching, teachers and students, Sang Sang in harmony between the emotional atmosphere, cross contamination, colliding with each other
to stimulate each other to create a good atmosphere of learning and exploration, not only promote the development of thinking ability of students, but also can help some learning difficult for students to play the role of mutual aid, through the music, the feelings between them had a
full and effective communication, exchange and cooperation virtually created a good atmosphere.
(B) around the music, the aesthetic characteristics of subjects leading to an effective teacher-student interaction
Music as an important part of aesthetic education, and its unique aesthetic features with images of mobility, the process of auditory perception, internal emotional immediacy, aesthetic creation reproducibility, the understanding of art appreciation, to develop
students ability to first of all aesthetic To stimulate their aesthetic
interest and to further enhance students sense of music and musical ability to understand and ultimately enable students to be able to freely use the appropriate performance measures, the performance of musical
performances through the inner emotions. In music class, we should not only enhance students aesthetic, but also be properly take advantage of this feature to promote effective interaction between teachers and
Often students of this nation, this country's music was cordial, and therefore will be interested. However, every country and nation has its own excellent music, which formed a rich and varied musical style and style. People often say: "Music knows no borders." This is the music
teaching comparative advantages of other disciplines. On the other hand, from the aesthetic view of the law, there has always been to seek new and diversified development of the aesthetic tendency. Teacher's role is to
lead students to the diversified development of aesthetic taste. We will not only teach this nation, national songs, music, but also so that children can appreciate the foreign songs and music, love of foreign songs and music. I sing the United States teaching the song "Happy Birthday to
You", the made an attempt to import this: ? create birthday scenario: In
the lit candles on a birthday cake, ? teachers holding greeting cards,
extremely rich in performance, "Happy Birthday to You ", the familiar scene, the students are familiar with the songs evoke a strong resonance, the students can not help but sing Pai Zheshou follow me up, I also encourage students to Pai Zhaoshou soul to sing this song. In the students to experience the music cheerful mood and because a successful concert and
get the joy of the creation of the United States, I introduce students to the "Happy Birthday to You" are two American teachers in the 1893 songs, surprised many students, teachers, to seize the opportunity to ask questions: Why does a song can transcend time and space As far as flying, flying all over the world? Why are more than 100 years later, young and old will be often at the birthday sing it? Student replied: "It makes sense," "feeling it", "it nicely." Teacher summed up: "For the students
say well, a good song without time constraints, it will never be old; a good song from the restrictions on national borders and can spread to every corner of the world! To We all love it! "
The import design is very Qianjin, very lively, very sensational, visual,
auditory access to the aesthetic, emotional, aesthetic imagination get the joy of the interaction between teachers and students reached a tacit agreement, the students have a deep understanding of music without borders truth.
(C) in-depth pre-scientific, to promote the effective teacher-student
Children's nature, "lively, good move, innocent, fun," they are not durable and attention to the instability of interest in close contact. With interest, they will perceive a clear, lively thinking and rich imagination, students will actively participate in classroom atmosphere livelier. Ushinski said: "Children are in a form, sound, color and feel to the thinking." In the music appreciation teaching, the use of audio-visual
media, so that wonderful melody, vivid image, moving picture, a beautiful picture melt as a whole, naturally aroused the interest of students so that students in music at the same time, naturally express their inner feelings, expand the space of imagination. Therefore, teachers according to the psychological characteristics of students, in accordance with the laws of music teaching aesthetic, carefully pre-music aesthetic and
scientific contexts of teaching music appreciation and optimized to ensure
Such as the orchestral song "happy little panda", in order to achieve the above results, class teachers can carefully arranged before the classroom, on the wall, windows on both the moniker of "rabbit", "monkey" and "small elephant" and other animals pictures, so that the children into a music room, it felt as if into the zoo, and secondly, elaborate multi-media
screen, the screen depicts the industrious red pandas and other small animals living in the beautiful large forest, they are happy and
harmonious manner to get along. Followed by teachers in the beautiful accompaniment of music, combined with the slide presentation, vivid and rich in emotion in Introduction: One day, the sun just another example of, as usual, early to reveal the smile, the beautiful large forest woke up, and small animals were also both woke up, and then rubbed the small birds eyes, turning a small head, singing songs, flapping wings fly out of the hole, the half-way collision of two birds from a very early red pandas are
staggered carrying a bucket of water and go back singing it, "Panda sister, how do you get up so early for?" Bird asked. "Bird sister, because we kick down the water wanted to go to department stores do business." Panda answer ... ... the teacher's language and presentation with the
music, the development of both simultaneously. At this point, the stories vivid, lifelike images, lively and witty music, audio-visual integration,
the students into the ups and downs of the story into scenes, pouring out
a little story of a childlike innocence, so that students are fully immersed in the creation of teacher The situation among the students thinking to broaden the space of imagination.
The creation of this atmosphere of teaching, classroom teaching, import,
like a piece of the "Introduction," opera "prelude" to the students stronger, more attractive incentives, to seize the hearts of students to allow students the attention of the rapid point to topics that students emotions ran high, into the quest for knowledge of the excited state of
rapt attention waiting for the next one aspect of the students have no intention to change the attention of interested attention and change empty rigid teachings lively and fun to teach the knowledge, change the abstract
teaching content clear, and lively art infection process, enrich teaching methods, teaching contents, have a multiplier effect.
Several strategies for the effective implementation of the above and really contributed to the music classroom teachers and students effective
interaction and improve classroom teaching effectiveness. Of course, to promote effective interaction between teachers and students there are many strategies, such as the design value problems; provide rich content, is in the form of such, can contribute to effective teacher-student interaction.
Music teacher should be a deeper level and broader perspective to examine the issue of the efficient interaction of teachers and students, seeks to complete the exploration, summarized more effective interaction between
teachers and students to promote implementation strategy.
V. Conclusions and Reflections
I teach "Sakura" a lesson, he used to let students to participate in an interactive way of teaching. Rhythm of the first to listen to music
teachers to enable students to imitate dance movements, led to Japan's national flower theme this lesson - cherry blossoms, while listening to
the accompaniment side of the painting through the cherry blossoms, feeling music, melody, feeling the beauty of cherry blossoms, cherry
blossoms, after learning to sing, in the expansion segments I organized for students to admire the cherry blossoms, cherry praise playing the cherry blossoms, In this last part of the students were divided into several groups to enable students to compose dance groups; and finally sub-groups on display. A lesson, students accounted for a large percentage of participation. Lead students into the music world, so that students teaching in a comfortable relaxed environment to learn, always give
students the opportunity to participate, which in itself is a kind of feeling the joy of music. Teacher-student interaction is a two-way process
of construction, not only from the activities of the students feel their own subject positions, as well as autonomy, freedom of the right to learn, the same teachers from the teacher-student interaction to reflect on their
teaching. Suhomlinski once said: "Let the students felt a sense of their own mastery of knowledge personally involved in emotion, evoke juveniles Naishi specific knowledge of the important conditions of interest."
Visible, in the teaching process should be as far as possible students to participate in teaching activities, in the teacher-student interaction, to
share the joy of mastery of knowledge is very important. In the new curriculum standard, fully understand the advantages and characteristics of teacher-student interaction to play out the advantages of student-
teacher interaction, and translate them into benefits for teaching and optimize interactive scenarios, and create a relaxed and cheerful