Since the founding of New China more than 50 years ago, through the efforts of several generations of music educators, music education in primary and secondary schools in our province has made remarkable achievements nationwide. Nowadays, music education in primary and secondary schools has been paid more and more attention by the party and the government, and the development trend is good. However, there are still problems that cannot be ignored in the development of rural music, mainly in the following aspects:

1. Township leaders pay insufficient attention to art education.

Although the party and the state attach great importance to the development of art education and have formulated relevant regulations and requirements. But in towns and villages, art education is not taken seriously. Those leaders just think that art is used to cope with competitions, competitions, celebrations and other activities, and have not really started this course. In some primary schools, even if each class has two music classes every week, they just learn to sing from the teacher, but they know nothing about music knowledge such as notation and rhythm. Isn't that because the superior leaders don't pay attention to this course and the goal is unclear? Because of this, art teachers don't have high requirements for the classroom, just let them learn to sing. In modern society, the rendering of art education is very important, and in these places, because leaders do not attach importance to art education, art teachers have to muddle through classes, and children are the last victims. After all, they didn't learn anything. Isn't this caused by leaders' neglect of art education?

2. The problem of music teachers

(1) The survey results show that full-time music teachers in urban schools are much better than those in rural schools. Most urban primary and secondary schools are equipped with more than 2-3 full-time music teachers, and most urban schools have become saturated with full-time music teachers. In contrast, the situation of music teachers in rural primary and secondary schools is worrying. Because of the limitation of education funds, it is common that rural schools can't afford to hire full-time music teachers. Generally, there is only one professional music teacher at most, and most of the others are unprofessional music teachers (music lovers) (many rural schools still simply understand music lessons as singing lessons), so the teaching quality and effect can only stay at a low level. Moreover, some rural schools don't even have teachers who can take music classes, and music classes can only be nominal. This result is largely due to the influence of rural economy, living conditions, cultural atmosphere, personal development and many other factors, which makes music graduates in normal universities reluctant to teach in rural schools. Part of the reason is that the superior leaders don't attach importance to this course.

(2) In urban primary and secondary schools, the academic qualifications of full-time music teachers have basically met the requirements of primary schools, secondary schools and technical secondary schools, but it is generally difficult for music teachers to continue their education. This is because school leaders do not pay attention to it, and music teachers themselves do not pay attention to it, and music teachers have few opportunities and ways to learn. Some teachers who have participated in correspondence education from compensatory education College to undergraduate course, because of work, family, life and other reasons, as well as the limitations and imperfections of the music correspondence education form itself, have not really implemented correspondence education and can only resort to fraud. These all affect the improvement of music teachers' own quality.

(3) Influenced by the traditional concepts of "big three doors" and "small three doors", the status and treatment (working conditions, living conditions and allowance distribution, etc. Music teachers in some places are generally not as good as "main courses" teachers in arts and sciences. But also because of unfair treatment, it has affected the work enthusiasm and mood of music teachers. There are also music teachers who believe that only by accepting them, evaluating them, performing them, competing with them, getting together with them and celebrating them will the school think of them and attach importance to them. I think leaders can only find ways to treat each other equally and treat each other equally in order to improve this.

3. Problems in music courses.

Through the investigation, the situation of music courses in rural areas is not as good as that in cities, high school is better than junior high school, and junior high school is better than primary school. Limited by the status of teachers, music lessons in urban schools are relatively standardized, while music lessons in many rural schools exist in name only; Restricted and influenced by exam-oriented education, music teachers often feel distressed and sigh that "positions are occupied" (music lessons are occupied by "main courses") and "sites are occupied" (music classrooms are used for other purposes). This phenomenon is particularly common and serious in primary schools. Especially at the end of the term, the main course teacher often borrows music lessons to make up professional courses, and the music teacher can only promise. This phenomenon is not difficult to see in primary and secondary schools.

4. Problems in music teaching

In urban schools, we pay close attention to teaching and research activities, and new teaching concepts and methods can be better reflected in the teaching process; However, due to the limitation of teaching equipment and teachers' ability, the new teaching method has not been applied in the music teaching process in quite a few schools. In schools with insufficient teachers and equipment, music teaching is irregular and random. They turned the music class into a simple entertainment class. Students are only required to learn to sing that song in class, and the other is to let them "play" and express what they have learned from this song. In fact, doing so will not only damage the scientific nature of the subject, but also mislead students, showing irresponsibility to the course and students.

5. Use of teaching materials.

Most schools in our province use People's Education Publishing House, and a few use People's Music Publishing House and provincial textbooks. The survey results show that the opinions of music teachers on the teaching materials are equally divided, and their opinions mainly focus on the selection of tracks in the song part of the teaching materials. Influenced by various social media, students' acceptance of music has already surpassed the boundaries of the classroom. Pop music and pop songs have influenced students through various channels and ways, and are accepted and loved by most students. Especially in high school music class, students? The phenomenon of "ordering songs" occurs from time to time. If the teacher insists on teaching according to the textbook, the students will have no enthusiasm and enthusiasm to participate. Therefore, modern music teachers should take a "combination" approach to teaching, that is, sometimes pop songs can be brought to the classroom, so that textbooks and teaching materials can be combined with pop music for teaching. This can not only adapt to students' hobbies, but also guide them correctly. In fact, the most important thing is to make more efforts in the selection of teaching materials. ?

6. The problem of students' learning situation

This problem is also prominent in the survey. Most students like music very much, but they don't like music lessons. There are many reasons: there are teachers' teaching reasons; There are reasons for teaching materials and teaching methods; There are reasons for teaching conditions (some schools have only one tape recorder for music equipment, and some students have no music appreciation equipment at home); There are also reasons from social influence; But the reason is that under the pressure of exam-oriented education, there are obstacles from schools, "main course" teachers and parents. These are the important reasons why students want to love but can't love, which is especially common among senior students in primary school, junior high school and senior high school.

In the survey, many students in grade three said that we were overwhelmed by heavy study, and many hobbies were never even thought about, let alone done. Music appreciation classes are generally offered in middle schools, but in many schools, the music appreciation classes in the third and third grades are forced to give way or be deleted, and the music classes in the sixth grade of primary school are also "borrowed" by the main course teachers.

7. The problem of teaching equipment conditions

The situation of music teaching equipment varies widely. Affected by the economic situation, key schools are better than ordinary schools, and urban schools are better than rural schools. Not every school has a special music classroom, but some schools have poor music classrooms and poor environment. This reflects from another angle that the leaders of these schools attach importance to music education. In the survey, although some schools have improved their music teaching conditions in order to achieve acceptance, compliance and evaluation, many schools have outdated music teaching equipment. In rural schools, there is no piano, even an electronic organ and a tape recorder, not to mention audio equipment and multimedia music teaching equipment. While developing key schools, it is hoped that relevant departments will also improve those "backward" schools so that every child in each school can receive equal educational opportunities.

8. Social music education.

Social music education is mainly composed of children's palace, cultural center, mass art museum and music tutor. The prosperity of social music education reflects the progress of society, but there are still various problems, which are mainly manifested as follows: social music education with the original intention of cultivating comprehensive artistic quality and skill training has changed into simple skill training with grade examination as the main goal. Therefore, teachers generally encourage others, parents are eager for quick success and instant benefit, and they only emphasize skills, but do not pay attention to the cultivation of children's comprehensive artistic quality. Children's interest and enthusiasm in learning music have declined, and even rebellious situations have occurred from time to time. At the same time, driven by economic interests, there are a large number of Mr. Nanguo who just fill the gap, hindering and endangering music education.

In view of the above eight problems, I came up with the following countermeasures: 1. The organization and leadership of art education, teaching staff and teaching research, teaching hardware and teaching environment, classroom teaching and extracurricular activities will be standardized, institutionalized and scientific, and a hierarchical supervision mechanism will be established. 2. In view of the current situation of weak art education in rural primary and secondary schools in our province, we should focus on art education in rural primary and secondary schools, give preferential policies and give support in terms of conditions. Carry out the advanced and backward in the province, carry out inter-city and inter-school exchanges, cooperation and support in teaching and research, teachers and equipment, and promote the further development of art education in primary and secondary schools in our province. At the same time, relevant policies should be strengthened and optimized to encourage art graduates to work in rural schools, so as to accelerate the development of school art education in our province.

The second part: the investigation report of music education.

1, purpose of investigation

Music education plays an irreplaceable and unique role in enlightening pupils' intelligence, shaping their personality and cultivating their imagination and creativity. In the 2 1 century, which pays more and more attention to quality education, we advocate new educational ideas, expand new teaching fields, pay attention to new teaching methods, and construct the style framework of music courses, which are clearly reflected in experimental textbooks. Through this internship, I am deeply touched. As far as the theme of basic education is concerned, it is still unknown whether these reforms can really meet the needs of schools, teachers and students, teach students in accordance with their aptitude and fully develop students' personality. To this end, I specially designed a set of questionnaires to understand the needs of students through questionnaire survey, so as to analyze the research problems in order to better understand the current situation of music education for contemporary primary school students.

2. Analysis of survey results

In this year's work, I served as a music teacher in grade six. In order to get an accurate and objective answer, I made a questionnaire survey among the students in six classes of grade six in our school. The music foundations of these four classes are basically the same. The questionnaire mainly focuses on attitude, emotion, content and ability, so that students can freely, boldly and actively express their inner feelings and ideas and obtain the most authentic and reliable data. The questionnaire was randomly selected from each of the six classes 10, with 60 copies in total. After statistics, the situation is as follows.

Question 1: What's your attitude towards music learning?

Through the analysis of the survey results, the basic music education has a broad student base, and students feel the beauty of music in the process of music teaching. Of course, there are also some necessary problems in music education curriculum. 60.3% of the students said they liked music very much, 33.5% said they liked it in general and 6.2% said they didn't like it. So, what is the significance of music class in the eyes of students? The survey results show that students still pay more attention to music lessons. 80.5% students think that music class can improve their own quality, cultivate their sentiment, and it is also an opportunity to relieve the pressure of study and relax. Because there is no exam and no pressure in music class, students feel relaxed in their studies. This also let me see the bad side of very few students. Learning music is coping with learning. I even think that music class is a miscellaneous course, and you can learn it or not. However, in the face of enormous pressure to enter a higher school, music, as a major, is closely related to the enrollment rate. If we only rely on the enthusiasm and wishful thinking of teachers and students and the education constitution is not reformed, it will be difficult to implement quality education.

Question 2: What kind of content are you interested in in music study?

The survey results show that 34.4% students think they are most interested in singing. They think they can express their feelings by singing, especially lively and cheerful songs. Most students like pop music. With the development of science and technology, music has been widely spread and further developed. From records, CDs, radios to televisions, Mp3 players, DVDs, the Internet and other media, in today's Internet age, students have music, and in a sense, they are even more familiar with music than teachers, and teachers' possession of teaching materials has been disintegrated. Students' favorite music is often not the main content of school music education, and most of it is contrary to the purpose of school music education. The survey results show that 63.6% of the songs performed by students are extracurricular pop songs. Pop music is universal, easy to understand and has become the mainstream of modern society, so it is deeply loved by students. At the same time, pop music also has the characteristics that teenagers like. The content and form are in line with the thoughts of contemporary teenagers, and they can better understand its meaning. Of course, we don't deny that some pop music will also have a negative impact on students, but everything should be treated in two. There are also many excellent works in pop music, so music teaching materials can be properly selected and carefully made for students to sing and enjoy. Teachers guide students from the front, cultivate students' aesthetic ability, and make students distinguish between art music and pop music. Tagore wrote in My School: "The goal of education is the freedom of mind, which can only be obtained through free channels-although freedom is as dangerous and responsible as life itself." With the growth of age, students can truly understand aesthetics and appreciation, face life positively and love music, and the purpose of music education is achieved.

In addition, 42.3% students chose "enjoying music". The previous music was too systematic and professional, emphasizing the training of skills. For most students nowadays, it is not necessary to have a deep understanding of music, as long as they can appreciate the beauty of music and integrate it into their lives. Appreciate what? How to appreciate? This is also a problem that the new curriculum reform must face in the reform of music teaching content.

Question 3: What kind of ability do you hope to cultivate through music learning?

45.5% expressed the hope to improve their singing ability and cultivate their sense of music. 28.8% people want to improve their playing ability. 25.7% want to improve their appreciation and music literacy. From it, we can clearly see what the students really want to improve. This actually provides students with the choice of new curriculum structure. Our basic education has been discussing that music courses should enable students to master systematic and complete knowledge and develop their abilities. There is a causal relationship between knowledge and ability, not an antagonistic relationship. The more knowledge and skills students master, the higher their musical performance ability, which provides the necessary conditions for students to participate in music appreciation and performance activities and builds a bridge to music art.

Music education plays a great role in cultivating a new generation with high quality, and it is paid more and more attention by schools, music teachers and students. We can't be limited to students who can only sing a few songs and listen to a few pieces of music, but we should cultivate sentiment, experience individuality and promote all-round development in beautiful songs and melodious music. Combined with the current educational situation and the reality of our school, the school should not only cultivate people with strong professional knowledge and ability, but also cultivate a group of new people with comprehensive strength, quality, culture and accomplishment.