《猫虎歌》教案.pdf
猫虎歌教学设计一、教材分析猫虎歌是义务教育课程标准实验教科书人音教材音乐二年级下册第六课兽王中的一个教学主题,教材歌词背景取材于民间传说的一则故事,刻画了一只聪明狡黠的猫的形象,幽默诙谐,极富童趣,迎合了低年级学生喜爱小动物的天性,突出了趣味性。歌曲有着浓重的说唱风，适合学生边唱边表演，尤其是男孩子表演。二、教学目标1、能清晰的咬字、吐字，用自然、幽默的声音演唱歌曲猫虎歌,并有感情地进行歌表演。2、培养学生的创作兴趣及创造能力,结合歌词内容进行编创活动，进一步体现歌曲情绪，突出本课主题。3、让学生在乐唱、爱唱、玩唱中，树立保护自然环境和野生动物、与动物和谐共处的意识，培养学生热爱小动物的情感。三、教学重点、难点1、难点在于两段歌曲中最后一乐句的节奏准确掌握。2、重点能熟练演唱歌曲猫虎歌。3、通过多种体验活动,充分发挥学生的想象力,用多种形式编创名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 1 页，共 8 页表现猫虎歌。四、设计思路(一)结合低年级学生年龄特点，设计生动活泼的教学形式，激发学生的学习兴趣，增进学生对音乐的喜爱，引导学生主动参与音乐教学活动，运用模仿、创造等能力，以获得对音乐的亲身体验。(二)在歌曲的教学上,我着重抓住歌曲中出现的难点作为突破口进行处理,如衬词“吔吔吔”和歌曲结尾处的教学,尽量使教学充满童趣,调动儿童对音乐学习的兴趣，从而用更风趣、诙谐的声音演唱歌曲。(三)通过师生之间、学生之间平等互动与交流，使学生在饶有兴趣的学习氛围中主动探究,积极参与,充分发挥想象力和创造力,逐步获得创造、表演、感受、评价等艺术能力,促进学生全面发展。五、教学过程一、发声练习，导入歌曲师：今天，老师将来做导游，带领大家踏上一段音乐旅程，希望通过本次旅行，每个人都能有所收获。开启我们的音乐之门：出示课件，请你唱之歌吧（一）出示课件，教唱曲谱：强调音准（二）自然加入衬词“li”、“ye”进行教唱名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 2 页，共 8 页文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 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ZC9E8E8Q8T3（三）学生跟琴。注意音乐的连贯、流动性。口腔打开，想像打哈欠的感觉。（四）出示课件，加入“倚音”。感受旋律变化带来的不同音乐效果。（诙谐、风趣、俏皮、狡黠）二、感受歌曲（5）（一）第一次听范唱设问：这种幽默风趣，带有诙谐式语气的衬词，也出现在了一首歌曲中。一起来听一听，它在歌曲中出现几次？（四次）伸手指表示你听到的次数。（二）第二次听范唱设问：歌曲中都有谁？（猫、虎；甚至有同学说出狮子、豹子，老师在此可说明狮子豹子都属于猫科动物，解决疑问。）（三）第三次范唱设问：猫和虎之间发生了什么事？（生23名）（四）老师讲述故事，出示课件，点出歌名猫虎歌三、学习歌曲，逐步深入（25）（一）听歌曲范唱，了解歌词，设问：歌曲中描述的猫与虎的表情是什么样子？学生：23 名（课件分别出示：摇头摆尾、稀里糊涂。）设问：谁能用动作表演一下？学生：2 名。名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 3 页，共 8 页文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 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ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T31、学生分别模仿。2、老师清唱第一段，学生表演动作。3、随范唱表演第一段师：跟上音乐，我们一起来模仿猫的“摇头摆尾”与虎的“稀里糊涂”。（二）跟琴试唱歌曲第一段，并做细致化的处理1、跟琴，一起唱一唱。（1）歌曲一、二乐句：前倚音，刻画猫狡黠的神态和腔调。（2）第三乐句，说狮子豹子都是猫，让老虎服服帖帖称臣。（3）第四乐句：猫骗得老虎后得意的样子。2、随琴完整唱第一段3、个别学生表演唱第一段（三）学习第二段师：第二段歌词，你能直接加入歌词，试着唱一唱吗？1、学生加入歌词试唱2、根据学生情况，老师随时指导演唱3、单独处理结束句师：老虎被弄得稀里糊涂，趁老虎发愣的时名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 4 页，共 8 页文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 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ZC9E8E8Q8T3候，小猫迅速爬上了大树，大声的问老虎：“森林之王”，你服不服？（1）让个别学生学一学小猫说这句话的语气。得出结论：神气、得意。（2）加入动作，唱唱结束句。通过动作，解决“王”字的演唱时值。（3）随琴再试唱第二段，稍带说明“反复跳跃记号”。师：这真是一只聪明机智的小猫，让我们再来把小猫智斗老虎的过程回味一下，唱一唱，演一演。（四）随音乐伴奏，完整演唱（五）分组表演唱1、请两组学生分别演唱歌曲，相互评议。唱准两段结束句的节奏难点。以及唱出猫和老虎的语气和神态。2、个别学生表演。（善于表演的学生）四、编创歌词（8）1、为了让歌曲更有意思，我们可以将歌曲歌词改编一下。（1）“狮子、豹子都是猫啊”这一句是谁说的？（猫）。那么猫是在表扬狮子、豹子，还是在嘲笑它呢？（嘲笑）所以后面可以加上猫的笑声。（2）师生互动，学生演唱，老师在“狮子豹子都属于猫名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 5 页，共 8 页文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 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ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3啊”这句后加入衬词“哼哼”（3）如果，我还想在歌曲中加上猫和老虎的叫声，在哪个位置合适呢？猫的叫声加在哪里？老虎的叫声呢？（课件出示编创歌词）（4）完整演唱2、表演歌曲。（全体站立跟随老师表演歌曲：表现猫的狡黠的神态，摇头晃脑的姿态，体现歌曲幽默，风趣）六、教学小结（2）小猫见了老虎，也许还会发生其它的故事，请同学们课下创编一下故事进行交流。孩子们，其实动物都各有各的长处。它们之间保存着自然界中的生物链，形成了大自然中一物降一物 的现象，维系着物种间天然的数量平衡，因此，我们要保护爱护它们。也如同我们同学之间，每个人都有自己的优点，只有大家相互学习，友好相处，才能幸福快乐的生活。猫虎歌课后反思我所执教的猫虎歌是在接到“一师一优课，一课一名师”活动的通知后，自己反复翻阅教材，结合自己上课风格特点，筛选出来的一个教学内容。从最初的教学设计到最后一次课堂教学呈现，结合新课标一些理念上的契合点，经历无数次讲课稿的修修改改，最终将教学设计呈现给大家。现将我在备战中的点滴感悟、反思如下：二年级的孩子们，天性喜爱小动物，模仿动物动作更是学生十分愿意表现的方式。而歌曲猫虎歌正是迎合名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 6 页，共 8 页文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 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ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3了孩子们的年龄特征及身心特点。基于此，教学过程中，我充分抓住孩子们这一特点，让他们通过动作、声音创造模仿猫与老虎所应体现的神态与腔调，根据学生对歌词的理解，让他们即兴编创动作并进行歌表演，尤其在模仿猫与虎的叫声时，学生的表现更是淋漓尽致，形象有趣。歌曲中出现较多的附点音符和倚音，对于二年级的学生发来说，并不能作为重点内容提出来单独练习，因此，对歌曲进行整体的模唱与感受，成为学好歌曲、唱好歌曲的重要环节。在倚音认识中，发声练习起到关键性作用，因为那是孩子们比较熟悉的两只老虎主旋律，而且还是与孩子们的交流中，学生视唱时告诉我的。作为发声练习的内容，省略了视唱、教唱等环节，使得导课流程自然进入。在歌词编创活动中，我设计小猫的嘲笑声是“hei”，而通过与学生交流，发现孩子们的“哼”更能接近其意，课堂生成比自己预想要好很多。教学中也存在不足之处，作为本首歌曲中的附点音符部分，被我稍有忽略，歌唱中只注重了自己的演唱是否到位，而孩子们在演唱中有些乐句的附点音符并没有很好的体现出来。在学生回答完问题后，评价有了但有些单一。还有一点，当学生模仿“摇头摆尾”的动作想站立时，我却制止了孩子们的举动，当时就想太不应该，应该遵循孩子的意志与想法。课堂一个小小的失误就是：当给学生认识辨别四分休止符与八分休止符时，提前准备拿来用的小磁石没有了。当时搞得自己有些小紧张。一次经历，一次收获。通过这一课的教学，我深深地感受到在教学过程中，教师要根据教名 师 归 纳 总 结|学 业 有 成，更 上 一 层 楼 第 7 页，共 8 页文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 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ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8Q8T3文档编码:CP5Q3B10X7Q9 HB7B6W1A4S1 ZC9E8E8
