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一、教学过程中的课标定位1.感受与鉴赏(1)音乐表现要素在本堂音乐课中,学生通过聆听老师吹奏葫芦丝导入傣族歌曲《金孔雀轻轻跳》和聆听单簧管乐曲《加伏特舞曲》定位于感受乐器的音色;学生用“beng”模唱加伏特舞曲中“跳跃的音符”定位于用自己的声音进行模仿音高;聆听歌声时,随着音乐的变化能作出相应的情绪或体态反应,同时感受并描述音乐中速度的变化。(2)音乐情绪与情感学生通过《金孔雀轻轻跳》和《加伏特舞曲》两种不同地域,
First, the process of teaching standard positioning 1. Feel and appreciation (1) music performance elements In this hall music class, students listen to the teacher through the Hulusi import Dai song “Golden Peacock gently jump” and listen to Clarinet “Garot Dance ”is located in the feel of musical instruments; students use“ beng ”model to sing plus volt dance“ Jumping notes ”located in their own voice to imitate the pitch; listening to songs, as the music changes Make the appropriate emotional or body response, while feeling and describe the changes in the speed of music. (2) Music Emotions and Emotions Through two different regions: “Golden Peacock Gently Jumping” and “Garvo Dance”