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How to write the reflection and adjustment of the music card for the big class

2026-08-25 06:31
2026-08-25 07:51

The following is an example of reflection and adjustment of the Taipan Music Card Hong Drum Activity. You can modify it according to the actual situation: ** I. Reflection on the event ** 1. ** Achievement of teaching objectives ** - ** Music Perception and Skills **: During the activity, some children could feel the changes in the tone of the Kahom drum due to different tapping positions and strengths, but there were still some children who were not sensitive enough to the subtle differences in tone. In terms of rhythm control, most children could keep up with simple rhythm-based tapping, but there were still difficulties in converting complex rhythms. This indicated that the teaching goal might have overestimated the music perception and skill foundation of the children in the first class, and it needed to be further refined and layered. - ** Cooperation and interaction **: The activity has designed some segments for children to cooperate and beat the Kahun drum to cultivate their cooperation skills. However, in actual practice, it was found that children paid more attention to their own tapping and lacked effective interaction. This might be because the guidance on the way of cooperation and interaction was not clear enough during the teaching process. - ** Invigorating interest **: Overall, the Kahun drum itself is attractive to children, but during the activity, some parts such as theoretical knowledge are easy for children to be distracted. This reflected the need to pay more attention to fun and liveliness in teaching methods to maintain the interest of young children. 2. ** Teaching methods ** - ** Demonstrating teaching **: When the teacher demonstrated the Kahonggu performance technique, some children could not imitate it well. Perhaps the angle and speed of the demonstration were not suitable for children to observe. They needed to pay more attention to the details of the demonstration and the number of repetitions. - ** Gamification of Teaching **: Although some game elements were tried to be integrated into the activity, the combination of the game and the teaching content of the Kahun Drum was not close enough. For example, in the rhythm practice game, the rules of the game were difficult for children to understand, resulting in confusion during the game and affecting the teaching effect. - ** Individual differences concern **: In the teaching process, the individual differences in children's musical perception and operating ability were not fully considered. The lack of targeted guidance and assistance for children with weaker abilities made them less involved in activities and easily frustrated. 3. ** Teaching content ** - ** Difficulty of the content **: The rhythm and playing skills in the teaching content are difficult for the children in the first class, causing some children to have problems such as not being able to keep up with the rhythm and inaccurate tapping during the learning process. The difficulty level of the content did not match the current level and development potential of the children in the upper class well. - ** Abundance of content **: The content of the event mainly focuses on the basic performance skills of the Kahun drum and simple rhythmic exercises. It lacks the expansion of music culture and music stories. This made the content of the activity a little monotonous and could not fully satisfy the curiosity and thirst for knowledge of the children. 4. ** Event Organization ** - ** Time allocation **: The time allocation for explaining the basic knowledge of the Kahun Drum and practicing the performance is not reasonable enough. It took too long to explain the basic knowledge, which led to the children's actual practice time being relatively short, affecting the children's mastery of the Kahun drum performance skills. - ** Space utilization **: The activity space is limited. When the children play the Kahong drum collectively, the placement of the instruments and the children's positions are relatively crowded, which affects the children's performance comfort and activity safety to a certain extent. ** Second, adjust the strategy ** 1. ** Teaching goal adjustment ** - He divided his music perception and skill goals into different levels. For example, for the perception of timbre, he would start by distinguishing clearly different timbre, such as heavy bass and treble. For the mastery of rhythm, he would gradually transition from simple half notes and quarter notes to eighth notes and syncopated rhythms. - In terms of cooperation and interaction goals, the specific roles and tasks of each child in the cooperation segment were clarified, and some practice segments specifically for cooperation and interaction were added, such as listening to each other in pairs and matching each other's rhythm. 2. ** Teaching method improvement ** - He optimized the demonstration teaching and demonstrated from different angles, such as front, side, and top. At the same time, he slowed down the demonstration speed and displayed each performance action separately. After the demonstration, the children were invited to imitate the practice and give feedback and correction in time. - Increase the effectiveness of gamified teaching and design games that are easier to understand and closely integrated with Kahonggu teaching. For example, by combining the rhythmic pattern with the rhythm of an animal's walk, the child could imitate the animal's walk to hit the corresponding rhythmic pattern. - Pay attention to the individual differences of the children, conduct a simple assessment of the children's musical foundation before the activity, divide the children into groups according to the assessment results, and provide individual guidance for the children with weaker abilities, such as reducing the difficulty of the rhythm type, providing more practice time, etc. 3. ** Teaching content optimization ** - The difficulty of the teaching content was adjusted according to the actual level of the children in the first class. The initial rhythm and performance skills were simplified, and the difficulty gradually increased as the activity progressed. - To enrich the teaching content, we will introduce the music culture of the Kahong drum, such as the origin of the Kahong drum and its application in different music styles. We will also tell some music stories related to the Kahong drum to increase the interest and understanding of the Kahong drum. 4. ** Event organization adjustment ** - Re-allocate the time reasonably, reduce the time spent on explaining basic knowledge, and use a more concise and clear way to explain. Increase the time for children to practice playing, so that children can better master the Kahun drum playing skills in practice. - Reasonably plan the activity space, arrange the appropriate placement of musical instruments and positions of the children according to the number of children and the number of Kahun drums, and ensure that each child has enough activity space to perform, so as to improve the safety and comfort of the activity. Read more exciting novels for free

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