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随着我国农村经济体制改革和城市化进程步伐的不断加快,以农村劳动力为主的人口跨地区流动快速增长。近年来,在我市就读的外来务工人员子女越来越多,尤其是像我校这样处在城乡结合区的小学,就读的外来务工人员子女更多。目前我校近七成的学生都是外来务工人员子女。对于这些流动的花朵,由于他们大多来自偏僻、闭塞、落后的农村,所以他们胆小、自卑、孤僻,交往、合作、创编能力较弱。在平时的音乐课学习中,这些外来务工人员子女多数不敢大胆放声歌唱、主动登台表演、踊跃合作创编。如何创设一个以人为本、民主和谐的彰显生命活力的音乐课堂,让这些流动的花朵在音乐课上也能快乐主动地感受音乐、表现音乐、创造音乐呢?
As China’s rural economic system reform and the pace of urbanization continue to accelerate, the rural labor force-based population grew rapidly across regions. In recent years, there are more and more children of migrant workers studying in our city, especially those primary schools like our school, which are located in the urban-rural integration area, where there are more migrant children. At present, nearly 70% of our students are migrant children. For these flowing flowers, because they mostly come from lonely, blocked and backward rural areas, they are timid, inferior, withdrawn, engaged, cooperative, and have a weak ability of creation. In the usual music lessons, most of these children migrant workers did not dare to sing loudly, take the initiative to stage performances, active cooperation and creation. How to create a people-oriented, democratic and harmonious demonstration of vitality of the music classroom, so that the flow of flowers in the music class can also be happy to take the initiative to feel the music, performance music, create music?