五年级上册音乐教案-6 聆听 缆车 人音版（五线谱）
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| 名称 | 五年级上册音乐教案-6 聆听 缆车 人音版（五线谱） |  | |
| 格式 | docx | ||
| 文件大小 | 367.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人音版 | ||
| 科目 | 音乐 | ||
| 更新时间 | 2020-09-17 12:10:10 | ||
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《缆车》教学设计
【年级】五年级
【课型】欣赏综合课
【课时】第一课时
【教材内容】人民音乐出版社五年级上册第六课《缆车》
【教材分析】管弦乐《缆车》，根据意大利男生合唱曲《缆车》的旋律改编而成。作品热情奔放、粗犷爽朗，充满乐观和自豪的情绪。管乐、弦乐紧密结合，将人们来坐缆车的兴致刻画得淋漓尽致。快速的68拍中典型节奏是特有的切分节奏，这使乐曲富有个性，接近“无穷动”。将人们来坐缆车的兴致刻画得淋漓尽致。
【学情分析】
小学五年级学生，生活范围和认知领域得到进一步发展。体验、感受与探索创造能力较强，具备了较好的聆听、歌唱的习惯和一些实践与表现能力。学生喜欢有意思的音乐活动，教学中要抓住学生特点，巧妙设计教学过程，提高他们的学习兴趣，通过欣赏不同国家的音乐达到审美教育。
【教学目标】
情感态度与价值观：
1.通过聆听管弦乐《缆车》，让学生感受到音乐中的快乐，丰富情感体验。2.感受意大利音乐的美妙及意大利人的乐观及浪漫。
知识与技能:
能够听辨出乐曲《缆车》的主要乐器的音色，并感受音乐中不同主题所表达的音乐形象及情绪。
体验感知贯穿全曲的固定节奏型。
过程与方法：
1.通过学生主动参与多种音乐实践活动，在探索中感受体验音乐本体的特点，展开想象与联想，深入理解音乐形象。
2.让学生在学习过程中自主发现并获得音乐的感知、理解、记忆与想象。培养学生互相合作、创意性思维及审美能力。
【教学重点】
1.通过聆听分辨出乐曲的不同主题及主要乐器的音色特点。
2.感知贯穿全曲的伴奏的节奏类型。
【教学难点】
感受音乐不同主题所表达的音乐形象，展开想象与联想，体验音乐中的快乐。
【教学用具】
多媒体、钢琴、黑板、串铃、丝带、纱巾等。，
【教学过程】
一、声势导入，欣赏合唱歌曲《缆车》。
1. 声势律动，感受乐曲典型节奏。
⑴师在身体上随意拍打节奏发出声响，生观察并模仿。
⑵师拍打横拍，学生进行横拍节奏，稳定后进入本课典型节奏练习。
⑶在学生拍打节奏的过程中，师加入嗓音“弗尼古利，弗尼古拉”，并演唱“弗尼古利，弗尼古拉”。
2. 学唱“弗尼古利，弗尼古拉”，引出合唱歌曲《缆车》并欣赏。
（1）师提问：老师刚才演唱的是什么？谁来模仿？
（2）出示缆车，并对“弗尼古利，弗尼古拉”这句话进行解释。
(3)学生朗读，注意朗读时的声音位置。
(4)对“弗尼古利，弗尼古拉”加上音高进行演唱学习，注意演唱时的声音位置。
(5)歌曲《缆车》简介并欣赏歌曲，体会歌曲情绪。
【设计意图】兴趣是学习的动力。以奥尔夫教学的声势、语言作为导入，以学生为主体，在进行探索、发现身体发出各种音效的过程中，初步感受了本课的典型节奏，并进行了“弗尼古利，弗尼古拉”的学唱及歌曲欣赏。即调动了孩子的好奇心，也培养了学生的音乐感受力和鉴赏力。
二、聆听主题B，深入体会乐曲。
聆听管弦乐演奏的主题B旋律，边听边想：这段音乐呈现了怎样的场景？
(1)生谈听后感，并用语言、动作表达出自己的感受。
(2)学生随音乐再次体会主题B旋律，自由感知并表达自己的情绪。
出示主题B的曲谱，进行学唱，找出表达音乐情绪的音乐要素。
师提问：假如你是作曲家，你想用以下哪个乐器演奏这段旋律？
(1)出示长笛、小提琴、大提琴、小号、圆号图片及音色（片段演奏视频），
(2)学生自由选择乐器进行听辨，感知乐器音色。
再次聆听主题B，教师引导学生能听辨音乐中主要乐器的音色。
对比聆听：两遍主题B的结尾有何不同？
⑴通过对比聆听，分辨两遍主题B的结尾。
⑵教师引导学生体会和感知乐曲的尾声。
【设计意图】通过语言描述，肢体律动，旋律模唱、对比聆听等教学手段的应用，让学生体验主题B的旋律，通过引导学生对音乐的理解和想象来表现音乐情绪。通过对五种管弦乐器的聆听与分析，让学生对乐器音色有了较强的音效概念，所有乐曲主奏乐器的听辨的问题就解决了。
三、聆听主题A，深入体会乐曲。
1.师：聆听主题A旋律，边听边想：这段音乐呈现了怎样的场景？
(1)请同学和老师边听音乐边画一画，感知缆车是如何行进的？
(2)引导学生通过画旋律图，让学生感知了主题A的四个乐句。
(3)师提问：音乐中哪个声音你影响深刻？
(4)引导学生用肢体、嗓音和串铃来表现缆车快速滑行的情景。
2.出示主题A的曲谱，进行学唱，感受贯穿的主题A节奏型。
(1)学唱曲谱，感受乐曲。
(2)师提问:为什么乐曲会有强烈的行进感？
(3)师出示三条节奏，分别拍击节奏并哼唱旋律，让学生感知贯穿全曲的典型节奏。
(4)进行乘坐“小缆车”音乐活动，结合声势分组进行：第一组，在腿上拍击典型节奏；第二组，纱巾律动；个别同学串铃演奏下滑音效。
【设计意图】通过画旋律线和多种音乐实践活动，引导学生多方位的聆听同一主题，理清了乐曲的结构。通过把主题A带入不同节奏型进行演唱，让学生体会贯穿全曲的节奏型，加深了对音乐“行进感”的体会。
四、整体聆听，升华情感。
1．完整聆听全曲
(1)聆听全曲，学生边聆听边找出乐曲中的不同主题贴在黑板上。
(2)师提问：引子部分是由哪个主题呈现的?
(3)引导学生体会引子部分的情绪。
2. 游戏感知：分组发放丝带，进行游戏活动，通过小组合作从空间方位的变化来感知音乐，让学生在音乐中畅游，表达对音乐的理解。
3. 视听结合，情感升华
⑴师提问,通过这一课的学习，你从中体会到什么？
⑵生谈感想，教师总结。
4.视听结合，欣赏管弦乐《缆车》，学生再次体会乐曲的情绪，在快乐的音乐声中结束本课的学习。
【设计意图】通过学生边欣赏边找出乐曲主题的音乐活动，学生完全掌握了乐曲不同主题的呈现。游戏环节能让学生通过空间方位的感知来表现音乐，培养了学生的即兴编创能力和小组合作能力。通过学生观看视频管弦乐《缆车》，升华感受，体验音乐带来的快乐。
五．板书设计
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《缆车》教学反思
2011版《音乐课程标准》的指导思想是以音乐审美为核心，把激发学生学习音乐的兴趣贯穿始终。
人民音乐出版社教材五年级上册第六课《缆车》，始终是以通过聆听乐曲“让学生感受音乐中的快乐，丰富情感体验”为主线。我在本课的设计中就是紧紧围绕着这条主线展开的，让学生在聆听的过程中，激发学生学习兴趣，感受音乐，感知典型节奏，真正体会到音乐带来的快乐并获得审美体验，从而到达教学目标。结合本课的教学实践，我谈谈自己的教学心得。
探索、激趣
在导入环节中，我结合小学五年级的年龄特点及乐曲的艺术特征。以奥尔夫教学的声势、语言作为教学的切入点和学生学习的兴趣点。在学生进行探索、发现身体发出各种音效的过程中，初步感受了本课的典型节奏，即调动了孩子的好奇心，也培养了学生的音乐感受力和鉴赏力。
活动、体验
在分段聆听环节中我设计了多种音乐体验活动，让学生从兴趣入手，主动参与，在教学中我力求做到细化、具体化。通过语言描述和肢体律动，感受并表达出每个主题的不同情绪体验；通过旋律模唱找出表达音乐情绪的音乐要素，加深对音乐的理解与体会；通过画旋律线，理清了乐曲的结构；通过把主题A带入不同节奏型进行演唱，让学生体会贯穿全曲的节奏型，加深了对音乐“行进感”的理解。我在教学中设计了对五种管弦乐器的聆听与分析的环节，让学生先对乐器音色有较强的音效概念，然后进行各主题乐曲演奏乐器的聆听和对比聆听，把所有乐曲主奏乐器音色听辨的难点问题就解决了。在这一系列的音乐实践教学活动不断的激发学生学习兴趣，让学生在快乐中进行体验、探索、听辨、思考和表现。
创造、表现
为了让学生更加深刻的感知、体验音乐的典型节奏，我设计了进行乘坐“小缆车”音乐活动，结合声势分组进行：第一组，在腿上拍击典型节奏；第二组，纱巾律动；个别同学串铃演奏下滑音效。让学生在创设的情境中体验和感知乐曲。 欣赏教学中反复聆听全曲是必须的，在三遍全曲整体聆听过程中，在学生边欣赏边找出乐曲主题的音乐活动，让学生完全掌握了乐曲不同主题的呈现；在进行“丝带缆车”游戏环节中，能让学生通过空间方位的感知来表现音乐，培养了学生的即兴编创能力和小组合作能力。最后学生观看视频管弦乐《缆车》，升化感受，体验音乐带来的快乐。
总之，本课通过丰富多样的音乐实践活动，让学生感知体验了乐曲的情绪和风格。完整的、深入的欣赏了这首乐曲。在学习过程中提高了学生的音乐感知能力、音乐想象能力，丰富了学生的情感体验能力。让这节音乐欣赏课在快乐中开始，在快乐中结束。
当然在教学过程中也存在一些遗憾之处，如：在把主题A带入不同节奏型进行演唱，让学生体会贯穿全曲的典型节奏时，教师只是打节奏让学生进行了分辨聆听，而没有让学生深入体会节拍和节奏决定了音乐风格这一要素；在对学生更深层的音乐情感体验的引导与挖掘不够深刻。在今后的教学中要注意这些问题，以便更好的上好每一节课。
以上就是我对这节课的一些思考和感悟，希望能够总结不足，努力提高自己的教学水平。
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AA==
《缆车》教学设计
【年级】五年级
【课型】欣赏综合课
【课时】第一课时
【教材内容】人民音乐出版社五年级上册第六课《缆车》
【教材分析】管弦乐《缆车》，根据意大利男生合唱曲《缆车》的旋律改编而成。作品热情奔放、粗犷爽朗，充满乐观和自豪的情绪。管乐、弦乐紧密结合，将人们来坐缆车的兴致刻画得淋漓尽致。快速的68拍中典型节奏是特有的切分节奏，这使乐曲富有个性，接近“无穷动”。将人们来坐缆车的兴致刻画得淋漓尽致。
【学情分析】
小学五年级学生，生活范围和认知领域得到进一步发展。体验、感受与探索创造能力较强，具备了较好的聆听、歌唱的习惯和一些实践与表现能力。学生喜欢有意思的音乐活动，教学中要抓住学生特点，巧妙设计教学过程，提高他们的学习兴趣，通过欣赏不同国家的音乐达到审美教育。
【教学目标】
情感态度与价值观：
1.通过聆听管弦乐《缆车》，让学生感受到音乐中的快乐，丰富情感体验。2.感受意大利音乐的美妙及意大利人的乐观及浪漫。
知识与技能:
能够听辨出乐曲《缆车》的主要乐器的音色，并感受音乐中不同主题所表达的音乐形象及情绪。
体验感知贯穿全曲的固定节奏型。
过程与方法：
1.通过学生主动参与多种音乐实践活动，在探索中感受体验音乐本体的特点，展开想象与联想，深入理解音乐形象。
2.让学生在学习过程中自主发现并获得音乐的感知、理解、记忆与想象。培养学生互相合作、创意性思维及审美能力。
【教学重点】
1.通过聆听分辨出乐曲的不同主题及主要乐器的音色特点。
2.感知贯穿全曲的伴奏的节奏类型。
【教学难点】
感受音乐不同主题所表达的音乐形象，展开想象与联想，体验音乐中的快乐。
【教学用具】
多媒体、钢琴、黑板、串铃、丝带、纱巾等。，
【教学过程】
一、声势导入，欣赏合唱歌曲《缆车》。
1. 声势律动，感受乐曲典型节奏。
⑴师在身体上随意拍打节奏发出声响，生观察并模仿。
⑵师拍打横拍，学生进行横拍节奏，稳定后进入本课典型节奏练习。
⑶在学生拍打节奏的过程中，师加入嗓音“弗尼古利，弗尼古拉”，并演唱“弗尼古利，弗尼古拉”。
2. 学唱“弗尼古利，弗尼古拉”，引出合唱歌曲《缆车》并欣赏。
（1）师提问：老师刚才演唱的是什么？谁来模仿？
（2）出示缆车，并对“弗尼古利，弗尼古拉”这句话进行解释。
(3)学生朗读，注意朗读时的声音位置。
(4)对“弗尼古利，弗尼古拉”加上音高进行演唱学习，注意演唱时的声音位置。
(5)歌曲《缆车》简介并欣赏歌曲，体会歌曲情绪。
【设计意图】兴趣是学习的动力。以奥尔夫教学的声势、语言作为导入，以学生为主体，在进行探索、发现身体发出各种音效的过程中，初步感受了本课的典型节奏，并进行了“弗尼古利，弗尼古拉”的学唱及歌曲欣赏。即调动了孩子的好奇心，也培养了学生的音乐感受力和鉴赏力。
二、聆听主题B，深入体会乐曲。
聆听管弦乐演奏的主题B旋律，边听边想：这段音乐呈现了怎样的场景？
(1)生谈听后感，并用语言、动作表达出自己的感受。
(2)学生随音乐再次体会主题B旋律，自由感知并表达自己的情绪。
出示主题B的曲谱，进行学唱，找出表达音乐情绪的音乐要素。
师提问：假如你是作曲家，你想用以下哪个乐器演奏这段旋律？
(1)出示长笛、小提琴、大提琴、小号、圆号图片及音色（片段演奏视频），
(2)学生自由选择乐器进行听辨，感知乐器音色。
再次聆听主题B，教师引导学生能听辨音乐中主要乐器的音色。
对比聆听：两遍主题B的结尾有何不同？
⑴通过对比聆听，分辨两遍主题B的结尾。
⑵教师引导学生体会和感知乐曲的尾声。
【设计意图】通过语言描述，肢体律动，旋律模唱、对比聆听等教学手段的应用，让学生体验主题B的旋律，通过引导学生对音乐的理解和想象来表现音乐情绪。通过对五种管弦乐器的聆听与分析，让学生对乐器音色有了较强的音效概念，所有乐曲主奏乐器的听辨的问题就解决了。
三、聆听主题A，深入体会乐曲。
1.师：聆听主题A旋律，边听边想：这段音乐呈现了怎样的场景？
(1)请同学和老师边听音乐边画一画，感知缆车是如何行进的？
(2)引导学生通过画旋律图，让学生感知了主题A的四个乐句。
(3)师提问：音乐中哪个声音你影响深刻？
(4)引导学生用肢体、嗓音和串铃来表现缆车快速滑行的情景。
2.出示主题A的曲谱，进行学唱，感受贯穿的主题A节奏型。
(1)学唱曲谱，感受乐曲。
(2)师提问:为什么乐曲会有强烈的行进感？
(3)师出示三条节奏，分别拍击节奏并哼唱旋律，让学生感知贯穿全曲的典型节奏。
(4)进行乘坐“小缆车”音乐活动，结合声势分组进行：第一组，在腿上拍击典型节奏；第二组，纱巾律动；个别同学串铃演奏下滑音效。
【设计意图】通过画旋律线和多种音乐实践活动，引导学生多方位的聆听同一主题，理清了乐曲的结构。通过把主题A带入不同节奏型进行演唱，让学生体会贯穿全曲的节奏型，加深了对音乐“行进感”的体会。
四、整体聆听，升华情感。
1．完整聆听全曲
(1)聆听全曲，学生边聆听边找出乐曲中的不同主题贴在黑板上。
(2)师提问：引子部分是由哪个主题呈现的?
(3)引导学生体会引子部分的情绪。
2. 游戏感知：分组发放丝带，进行游戏活动，通过小组合作从空间方位的变化来感知音乐，让学生在音乐中畅游，表达对音乐的理解。
3. 视听结合，情感升华
⑴师提问,通过这一课的学习，你从中体会到什么？
⑵生谈感想，教师总结。
4.视听结合，欣赏管弦乐《缆车》，学生再次体会乐曲的情绪，在快乐的音乐声中结束本课的学习。
【设计意图】通过学生边欣赏边找出乐曲主题的音乐活动，学生完全掌握了乐曲不同主题的呈现。游戏环节能让学生通过空间方位的感知来表现音乐，培养了学生的即兴编创能力和小组合作能力。通过学生观看视频管弦乐《缆车》，升华感受，体验音乐带来的快乐。
五．板书设计
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《缆车》教学反思
2011版《音乐课程标准》的指导思想是以音乐审美为核心，把激发学生学习音乐的兴趣贯穿始终。
人民音乐出版社教材五年级上册第六课《缆车》，始终是以通过聆听乐曲“让学生感受音乐中的快乐，丰富情感体验”为主线。我在本课的设计中就是紧紧围绕着这条主线展开的，让学生在聆听的过程中，激发学生学习兴趣，感受音乐，感知典型节奏，真正体会到音乐带来的快乐并获得审美体验，从而到达教学目标。结合本课的教学实践，我谈谈自己的教学心得。
探索、激趣
在导入环节中，我结合小学五年级的年龄特点及乐曲的艺术特征。以奥尔夫教学的声势、语言作为教学的切入点和学生学习的兴趣点。在学生进行探索、发现身体发出各种音效的过程中，初步感受了本课的典型节奏，即调动了孩子的好奇心，也培养了学生的音乐感受力和鉴赏力。
活动、体验
在分段聆听环节中我设计了多种音乐体验活动，让学生从兴趣入手，主动参与，在教学中我力求做到细化、具体化。通过语言描述和肢体律动，感受并表达出每个主题的不同情绪体验；通过旋律模唱找出表达音乐情绪的音乐要素，加深对音乐的理解与体会；通过画旋律线，理清了乐曲的结构；通过把主题A带入不同节奏型进行演唱，让学生体会贯穿全曲的节奏型，加深了对音乐“行进感”的理解。我在教学中设计了对五种管弦乐器的聆听与分析的环节，让学生先对乐器音色有较强的音效概念，然后进行各主题乐曲演奏乐器的聆听和对比聆听，把所有乐曲主奏乐器音色听辨的难点问题就解决了。在这一系列的音乐实践教学活动不断的激发学生学习兴趣，让学生在快乐中进行体验、探索、听辨、思考和表现。
创造、表现
为了让学生更加深刻的感知、体验音乐的典型节奏，我设计了进行乘坐“小缆车”音乐活动，结合声势分组进行：第一组，在腿上拍击典型节奏；第二组，纱巾律动；个别同学串铃演奏下滑音效。让学生在创设的情境中体验和感知乐曲。 欣赏教学中反复聆听全曲是必须的，在三遍全曲整体聆听过程中，在学生边欣赏边找出乐曲主题的音乐活动，让学生完全掌握了乐曲不同主题的呈现；在进行“丝带缆车”游戏环节中，能让学生通过空间方位的感知来表现音乐，培养了学生的即兴编创能力和小组合作能力。最后学生观看视频管弦乐《缆车》，升化感受，体验音乐带来的快乐。
总之，本课通过丰富多样的音乐实践活动，让学生感知体验了乐曲的情绪和风格。完整的、深入的欣赏了这首乐曲。在学习过程中提高了学生的音乐感知能力、音乐想象能力，丰富了学生的情感体验能力。让这节音乐欣赏课在快乐中开始，在快乐中结束。
当然在教学过程中也存在一些遗憾之处，如：在把主题A带入不同节奏型进行演唱，让学生体会贯穿全曲的典型节奏时，教师只是打节奏让学生进行了分辨聆听，而没有让学生深入体会节拍和节奏决定了音乐风格这一要素；在对学生更深层的音乐情感体验的引导与挖掘不够深刻。在今后的教学中要注意这些问题，以便更好的上好每一节课。
以上就是我对这节课的一些思考和感悟，希望能够总结不足，努力提高自己的教学水平。