Argumentation is a basic way and an important link in the writing of music education papers, and it is a process in which the author uses arguments to prove arguments according to certain logical relations. Argumentation is a rational cognitive process, which needs to adopt logical thinking mode and reflect the essence of things abstractly with the help of logical forms such as concept, judgment and reasoning. Different methods can be used to demonstrate different things and problems. The common argumentation methods in music education papers mainly include induction, deduction, comparison, quotation, examples and disproof.

First, inductive argument.

Inductive argument refers to the argument method that draws general and universal conclusions from individual and special premises. This method is logically called inductive reasoning, which can be divided into complete inductive reasoning and incomplete inductive reasoning. A complete inductive reasoning needs to examine all the individuals of the same kind of things and find their respective attributes, thus deducing the general conclusion that such things have some common attributes. Incomplete inductive reasoning only examines the attributes of some individuals and draws general conclusions accordingly. For example: "The theoretical and educational circles in China have always had different understandings and views on the meaning of quality education. There are several authoritative statements and definitions: Bin Liu believes that there are three essentials of quality education: the first is to face all students, the second is to let students develop morally, intellectually, physically and aesthetically, and the third is to let students develop actively. Zhu Kaixuan pointed out that quality education should aim at achieving the goals stipulated in the educational policy, focus on the requirements of the educated groups and the long-term development of society, face all students and comprehensively improve their basic quality. Gu Mingyuan summarized quality education as: quality education is a comprehensive education, a general education, an education for all students, and an education that attaches importance to personality development. Although these expressions and definitions are different, they all try to grasp the essence of quality education, summarize the connotation of quality education, and basically grasp the foundation of quality education. " The above argument generalizes and proves the meaning of quality education by citing three educational authorities, so it has high reliability. Generally speaking, when the number of individuals of a certain kind of thing or phenomenon is small, the method of complete inductive reasoning is often adopted, while when the number of individuals is large, the method of incomplete inductive reasoning is often adopted because the attributes of each individual cannot be investigated. Incomplete induction is relatively simple, but only by mastering more authoritative information can a reliable conclusion be drawn.

Second, deductive argument.

Deductive argument refers to an argument method that deduces individual and special conclusions from general and universal premises. In logic, this method is called deductive reasoning, and its process mostly adopts syllogism, that is, major premise, minor premise and conclusion. The major premise shows the general principle of something, such as: "2 1 Century International Education Committee put forward in a report that' learn to seek knowledge, learn to do things, learn to live together and learn to be a man', which are the four pillars of education in the new century." The minor premise shows the individual or attribute of things, such as: "It puts forward that the core of education is the education of' being a man', with special emphasis on' learning to live together', which is the basis of being a man and doing things." Based on this, we can draw the conclusion that "learning to communicate, communicate, cooperate and coexist with others is a kind of ability and skill in life, and music, as a way of human communication, should make a difference in cultivating the consciousness of cooperation and coexistence". In the process of argumentation, sometimes a premise can be omitted, such as: "Music education, as an important way of aesthetic education, is characterized by emotional aesthetics. This indissoluble bond between love and beauty determines that the fundamental way of music education is to educate people with emotion and to educate people with aesthetic education. " When using deductive argument, we should pay attention to the choice of premise, that is to say, the quality and result of argument often depend on the correctness of hypothesis. Especially from logical analysis itself as the source of premise or hypothesis, further deductive reasoning is needed to prove its correctness. In this case, from logical analysis to logical analysis, reasoning verification is repeated, and the persuasiveness is enhanced by the length of logical analysis.

Another form of deductive reasoning is extended reasoning, also known as reduction to absurdity. It is assumed that the other side's argument can be established first and then extended, and the result is an absurd conclusion, thus proving that the other side's point of view is wrong. In the research of educational science, there are often some controversial issues, so at the same time, we sometimes need to use rebuttal methods, such as the following argument: "In the eyes of some people, reading music is of great significance and plays an extremely important role, such as comparing reading music to' the key to open the door to music',' the ship to the other side of music' and' the bridge'. It means you can't touch it without looking at the music. Music has existed since human beings, and the appearance of music score is much later than music. If you can only enter the door of music by looking at the score, then thousands of years before the birth of the score, people didn't have a way? Isn't such a long history of music blank? " This refutation is aimed at the viewpoint of over-positioning the role of reading music in general music education, and proves the fallacy of another viewpoint by discussing the relationship between music and score. Of course, there are two kinds of refutation methods: direct refutation and indirect refutation, and deductive argument belongs to indirect refutation.

Third, comparative argument.

Comparative argument is an argument method that compares and compares comparable things and draws conclusions to prove one's point of view. By comparing things to demonstrate, we can better highlight the essence of things. Only by comparing can we distinguish them, and we can make our views more profound, giving people vivid impressions and beneficial enlightenment. There are three commonly used comparative arguments, namely, horizontal ratio, vertical ratio and analogy.

Horizontal ratio is to compare two different things horizontally and demonstrate the point of view by revealing their differences. For example, comparing literacy with spectral recognition proves the difficulty of spectral recognition: "literacy, just remember the font;" It's meaningless to remember only the shapes of symbols when reading music. With the help of words, you can read and write, and cognitive and emotional activities are immediately generated through vision; With the help of music, listening, singing, playing, vision and hearing are needed to trigger emotional and cognitive activities. Therefore, in a sense, reading music is far more difficult than literacy. " Another example is to compare professional music education with general music education to demonstrate the quality education nature of general music education: "If professional music education is to train people on stage (musicians), then general music education is to train people under the stage (listeners). This is a very important reason. General music education should be based on cultivating' people under the stage', cultivating more excellent audiences for concerts and creating more bosom friends for music art. "When using the horizontal comparison method, we should pay attention to the fact that the two sides used for comparison must be completely different things, so as to form a contrast and prove the point.

Vertical comparison means comparing the same thing before and after, and demonstrating the point of view by revealing the differences between them. For example, comparing the music syllabus of primary and secondary schools in different periods in China to demonstrate the understanding of singing teaching: "The two music syllabuses of primary and junior high schools promulgated by 1982 still follow the previous formulation, that is, singing is the main content of music teaching"; However, the two music teaching syllabuses for primary school and junior high school promulgated by 1988 have changed, and the expression that singing is the main content of music teaching has been replaced by "singing is an effective means of music teaching in primary school" and "singing is an important content of music teaching in middle school" respectively. This change is conducive to clarifying the one-sided understanding that "singing is the only content of music teaching in primary and secondary schools" and to the overall improvement of students' music literacy. "With the vertical comparison method, the two sides used for comparison must be things with the same nature but different time periods, so as to compare the changes before and after development and prove the point.

Analogy is a method of comparing similar things through metaphor and then proving the argument. For example, "If the Jiangsu folk song Jasmine is like a fresh and graceful meticulous painting, then the northeast folk Jasmine is a passionate freehand brushwork, while the melody of' Jasmine' in the opera Turandot is more like an exotic western oil painting ... These jasmine flowers have deepened students' musical experience from different dimensions, that is, jasmine flowers are beautiful and unrestrained. Although analogy is compared by metaphor, it is different from metaphor, because the two sides used as metaphor are completely different things, and there is no essential connection between them, but there are similarities in one point; The two sides used for analogy are similar things with essential similarity.