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中小学音乐课的视唱教学常常是事倍功半,收效甚微。学生感到难学,乏味;教师感到难教,费力。同学们对视唱中节奏与音准两个方面无所适从,老师似乎也拿不出对症下药的好方法来。 我通过几年的教学实践,意识到造成这种现象的关键在于传统的教法单一枯燥,没法调动同学们的学习主动性和学习热情,没能提供适合学生的练习方法,只是让同学一味的机械的模仿,教会了同学一些曲谱,却没有教给同学有效的视唱方法。针对这些问题,我借鉴了奥尔夫的节奏练习和柯达伊
Primary and secondary music teaching of music is often less effective teaching music with little success. Students feel difficult, boring; teachers feel difficult to teach, laborious. The students did not know what to watch in terms of tempo and pitch, and the teacher did not seem to have a good way to prescribe the right medicine. Through several years of teaching practice, I realized that the crux of this phenomenon lies in the fact that the traditional teaching method is single and boring and can not mobilize the students' enthusiasm for learning and enthusiasm for learning, failing to provide suitable practice for students, Imitation mechanical, taught some of the scores of students, but did not teach students an effective method of seeing and singing. In response to these problems, I learn from Orff's rhythm exercises and Kodaly