从事音乐教育工作已十载有余,课堂虽小,玄机暗藏。深感于此,执笔择而道来。场景一我缓慢而仔细地讲述着音乐节奏中的一个典型例子——切分音。看着学生呆滞的眼神、木讷的表情……“不明白吗?”于是,酌句分段讲解。大半节课后,学生依旧表情严肃,眉头紧锁。分析这是一堂失败的音乐理论课,教师用词严谨、条理清晰、概念科学,可是,它依然是一堂不符合实际的初中音乐课。对于长期受系统音乐教育的人而言,这不是什么复杂的概念,一看就懂。但是,我现在面对的是一群音乐知识贫 Engaged in music education work has more than ten years, the classroom is small, mysterious hidden. Feeling deeply concerned about this, he chose to follow the letter. Scenario 1 I slowly and carefully talk about a typical example of music tempo--Dividing. Look at the student’s sluggish look, dignified expression...“Don’t understand?” Then, step by step. After most of the class, the students were still serious and frowned. This is a failed music theory class. Teachers use rigorous, well-organized, and scientific concepts. However, it is still an unconformable junior music class. For people who have been educated in system music for a long time, this is not a complicated concept. However, what I face now is a group of music knowledge