Playing the auspicious drum, reflecting on the teaching plan of the middle class
The following is a reflection lesson plan for the middle class: ** 1. Teaching objectives ** - ** Target Achievement Status ** - In terms of understanding the Auspicious Drum, through the introduction of the story and the detailed explanation of its origin, structure, and performance methods, most children could have a basic understanding of the Auspicious Drum and know its position in the percussion instrument. For example, in actual teaching, when the teacher asked about the characteristics of the auspicious drum, most children could tell the basic structure of the drum head, drumstick, and so on. - In terms of cultivating the sense of rhythm, although most children could play according to the specified drum beats through demonstration, group practice, and collective ensembles, there were still a few children who had a weak sense of rhythm and could not keep up with the rhythm. This might be because the individual guidance for these children was not sufficient during the practice process. - In terms of teamwork, the performance of the children in the collective performance segment was uneven. Some children were able to cooperate well with their group, while others were too focused on their own performance and neglected the rhythm of the group. This reflected that in the teaching process, the guidance of teamwork awareness needed to be strengthened. For example, some Mini games or interaction sessions specifically for teamwork could be added. - ** Target adjustment suggestion ** - As for the goal of cultivating a sense of rhythm, he could add a variety of rhythm training methods, such as using a simple rhythm card game to let the child first identify the rhythm before performing the practice. - In terms of the goal of team cooperation, in the future teaching, more team interaction activities could be set up at the beginning of the course, so that the children could establish team awareness first, and then perform team performances related to playing the auspicious drum. ** 2. Teaching content ** - ** Difficulty of content ** - Understanding the origin, structure, and playing method of the Auspicious Drum was a moderate difficulty for middle class children. However, for the learning of drum rhythms, some rhythms might be relatively complicated. For example, some rhythms that included dotted notes would be difficult for children to understand and master. - In the collective performance segment, due to the individual differences of the children, when playing a variety of drum rhythm combinations at the same time, the content seemed more difficult, and it was easy for some children to not keep up with the overall rhythm. - ** Modifications to the content ** - As for the teaching content of drum rhythm, he could simplify and decompose the complex rhythm. He could start with the simple rhythm and gradually increase the difficulty. For example, he would practice the rhythm of a single eighth note first, then introduce the sixteenth note, etc. - In terms of the content of the collective performance, the rhythm combination of the performance could be adjusted according to the actual situation of the child's mastery. It could start from a simple and unified rhythm combination, and then increase the variation after the child mastered it. ** 3. Teaching methods ** - ** Method effectiveness ** - The story introduction method was more effective in arousing children's interest in the auspicious drum. Children were attracted by the story and actively participated in the subsequent teaching sessions. - The teacher's demonstration method played a key role in teaching the drum rhythm, and the child could intuitively see the correct way to play. However, in the process of group practice, the teacher's itinerant guidance method may be insufficient, and it may not be able to find and solve all the children's problems in time. - In the collective performance, the lack of effective guidance methods to let the children clearly understand their roles and tasks in the team led to confusion in some children. - ** Method improvement suggestion ** - During group practice, the group leader could be added to assist the teacher in providing simple guidance and feedback to improve the practice efficiency. - For the collective performance segment, each child's performance task could be clearly defined before the performance, such as through simple marking or role allocation, so that the child knew when to play and what rhythm to play. ** 4. Teaching process ** - ** Link continuity ** - The overall teaching process was basically coherent, from introduction, explanation, demonstration, practice to ensembles, the logic was relatively clear. However, the transition from the practice session to the performance session was a little rushed, and the children might not be fully prepared before entering the performance state. - In the transition from the ensembles to the homework design, there was a lack of summary and review of the key content of the class, making the homework design and classroom teaching content not closely connected. - ** Link adjustment suggestion ** - Between the practice session and the performance session, a small session of pre-performance was added, allowing the children to perform a simple performance in small groups, adjust and adapt, and then perform a formal collective performance. - At the end of the Ensemble segment, a step to summarize the classroom content was added, emphasizing the key points of drumming rhythm and teamwork in this lesson. Then, the homework design was introduced to let the children more clearly understand the purpose of the homework. Read more exciting novels for free
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