1, leading factor. Although music is a compulsory course, it is not included in the entrance examination. Principals all admit that "education without aesthetic education is incomplete education", and they should break the framework of exam-oriented education and explore the implementation of quality education. However, due to well-known reasons, the school still puts the enrollment rate in the first place, because the scores of the unified examination subjects are related to the enrollment rate and the reputation of the school, and it doesn't matter if the exam is not good. Therefore, in the case of shortage of teachers and class hours, music (art) classes are often put on hold temporarily, and even one class hour per week is difficult to guarantee. Of course, this is also very helpless.

2. Students' factors. Students don't attach importance to music lessons. Some are to relax the nerves that are nervous because of too much homework, and some want to use music lessons to vent their emotions. Therefore, music teachers often worry about classroom discipline; The classroom atmosphere is too lively, and some students take the opportunity to "make trouble", which affects the smooth progress of teaching; If the teacher is too serious, the atmosphere becomes lifeless, students do not participate in cooperation, and the teacher plays a one-man show, which directly affects the quality of teaching.

3. Social and family factors. In rural areas, people's artistic literacy is generally low, and their understanding of art education is not high. Many parents think that sending their children to school is to get into high school and university. What they care about is the results of the subjects in the unified examination, and it doesn't matter if they fail in the music class. It is these cognitive biases that think that music lessons are "lack of knowledge" that have brought great negative effects on classroom teaching. It is conceivable that with these problems, the effect of rural music education can be imagined. In the process of implementing the new curriculum, many problems have been greatly improved, but many new problems have also emerged. For example, teaching materials are difficult and not suitable for rural schools. How do we choose teaching materials? The new curriculum is a challenge to both teachers and students, and puts forward high requirements for both teachers and students; The restriction of schools and regions and the occlusion of information are the difficulties in the implementation of the new curriculum; At the same time, music education also needs some funds, especially the purchase of musical instruments and audio-visual teaching equipment. This is a big problem for rural middle schools that are already short of education funds.