一、音乐欣赏教学误区传统的音乐欣赏教学流程一般是:组织教学、回顾上节课学习内容、学习新作品(包括:介绍作品大致情况、创作背景、作曲家介绍、分段听、完整欣赏等)。其实,在学生对所要学习的音乐作品在音响感知觉为零或很少时,就对其进行音乐相关知识的学习,学习的效果往往是不大理想的。因此,在音乐课堂上常常出现了学生昏昏沉沉,对所学音乐作品打不起精神,而教师却讲得头头是道的尴尬场面。 First, the misunderstanding of music appreciation The traditional music appreciation teaching process is generally: organize teaching, review the previous lesson to learn the content, learn new works (including: introduction of the work outline, creative background, composer introduction, subsection listening, complete appreciation, etc. ). In fact, when the students’ perception of the sound is zero or very small, they learn music-related knowledge. The learning effect is often not ideal. Therefore, in the music class, students often appear groggy, unable to afford the spirit of the music they have studied, and the teacher can speak the embarrassing scene of the head and the tongue.