人音版（五线谱）一年级下册火车波尔卡教学设计及反思

这是一份人音版（五线谱）一年级下册火车波尔卡教学设计及反思，共5页。
火车波尔卡教学设计教学目标 ： 1、通过主题旋律的模唱、身体律动等活动，感受各乐段在情绪、力度、旋律等音乐要素的变化2、能够结合自己的感受打出节奏，并加入打击乐器3、让学生主动参与设计歌曲游戏，提高学生学习兴趣。 教学重点：    感受乐曲                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                教学难点 ： 加入打击乐器让学生自己参与伴奏教法与学法：引导法，欣赏法课型、课时：新授课、一课时教学准备： 1.多媒体2.双响筒、沙锤、报纸自制打击乐器。 教学过程 ： 一、       提问导入，激发兴趣师：昨晚我听到一种声音，我想让你们也听一听，聪明的小耳朵们，是谁发出的声音呢？（播放火车的录音并出示图片）生：是火车。师：回答得真好！哪些小朋友坐过火车或者看到过火车呢？二、       复习歌曲《火车开了》三、       新课教授1、节奏车票师： wu是火车的什么声音？请举手kaca、hong是什么声音？哦，原来wu是火车的汽笛声、hong是火车大车轮的声音、kaca是小车轮的声音,（出示图片） 师：刚才老师播放了火车在开动时发出的声音，小朋友也用你们的小嘴巴模仿出了火车的声音。我们来认识一下这几个节奏型。（出示图片）    汽笛声： Wu  -    Wu  -              ×  -    ×  -大车轮：Honglong  Honglong             ×  ×    ×  ×    小车轮：Kachakacha  Kachakacha× ×××    ×× ××让学生模仿火车出发前的声音，熟悉乐曲。师：那现在请跟着老师一起来欣赏一首关于火车的乐曲吧。2、聆听《火车波尔卡》（1）初次欣赏全曲让孩子们闭着眼睛欣赏乐曲《火车波尔卡》，感受火车的形象，欢快的情绪。（可自由地用身体语言表达欢乐的情绪）（2）初听第一段：你觉得这列小火车它开的时候速度是怎样的？（快速）心情又是怎样的？（活泼、欢快）（3）复听第一段再来听听这首乐曲，有哪些声音是我们熟悉的（引导学生说出汽笛声、大车轮、小车轮声）（出示打击乐器）认识打击乐器双响筒、沙锤、报纸，教师示范乐器使用，引导学生用所认识的节奏型来加入打击乐。分组练习：每组分别用双响筒、沙锤、报纸模仿火车出发前声音。火车启动时声音由弱--强、由慢--快四、       加入动作，欣赏《火车波尔卡》 播放《火车波尔卡》由教师带着学生一起模仿火车行进是的情景。师：火车一晃一晃的，我们的身体是感觉是怎样的？ 师：列车马上就要开了，请大家做好上车的准备。现在火车要上坡了 。师：好！开车！列车现在为您播放的乐曲是《火车波尔卡》。师：伴随着欢快、活泼的音乐声，列车行使在铁路线上，现在要进站了。师：让我们在欢快的音乐去祖国的首都北京，到那儿看升国旗。五、       拓展延伸了解波尔卡   师：今天，我们共同欣赏了奥地利作曲家爱德华·施特劳斯的作品《火车波尔卡》。波尔卡是外国一种快速的二拍子舞曲，通过欣赏这首乐曲，同学们一定感受到了音乐所描绘的火车的鲜明形象和欢快的音乐情绪，就让我们变回一列火车跳着欢快的波尔卡走出教室吧！下课。教学反思：   《火车波尔卡》是一首管弦乐作品，是奥地利指挥家，作曲家爱德华·施特劳斯的作品，原为铁路公司开业剪彩所作，所以又名《剪彩波尔卡》《游览波尔卡》。乐曲欢快活泼，旋律生动。共分为三段，每段有两个变化的主题，是一首复三部曲式的器乐曲。 对于“波尔卡”这个陌生的音乐名词，我用打击乐让学生模仿火车的声音，帮助学生在欣赏前对“波尔卡”有初步的印象，随着乐曲的流动，学生的多种感官被调动起来，从倾听到演奏，牢牢地抓住了孩子。在动中找到情趣，在动中发展了想象，在动中愉悦了身心。 本堂课还有很多需要改进的地方：教学设计应更贴近一年级学生的认知特点，充分调动他们的学习兴趣。在课堂上对于没有预设到的情况，解决地还不够好，要加强应变能力。