[Keywords:] rural music education status and countermeasures
Music education for students in many advanced primary and secondary schools shows that music is a golden key to human wisdom. Expanding artistic vision, improving students' comprehensive musical skills and techniques, and vigorously developing music education in primary and secondary schools are important contents of current art education. As a front-line teacher of music education in primary and secondary schools, the author analyzes the present situation and countermeasures of music education in rural primary and secondary schools, and asks Fang Jia to correct me.
First, the status quo of music education in rural primary and secondary schools
For many years, music education in rural primary and secondary schools has been imprisoned by traditional ideas, with backward managers' consciousness, lack of teachers, low theoretical level and poor teaching equipment, which has brought great resistance to the healthy development of music education in rural primary and secondary schools. China is a big agricultural country, and its main population lives in rural areas. Recently, the author consulted a lot of materials in the library and investigated the rural music education in a certain place. The results show that:
1. The quality of teachers is low. Shortage of teachers
In order to solve the current shortage of music teachers, many music teachers become monks halfway, with low theoretical level and poor comprehensive skills. Due to the limited level of teachers, some schools regard music lessons as singing lessons and do not require music knowledge at all, which seriously restricts the development of school music education. At present, only one third of music teachers in rural primary and secondary schools have met the basic requirements.
Strengthening the construction of teachers is the basic guarantee to improve teaching quality. There is a serious shortage of music teachers in rural primary and secondary schools. According to the survey, there are more than 900,000 rural primary and secondary schools in China, among which there are only nearly 654.38+10,000 music teachers. If each school is equipped with 654.38+0 music teachers, it will take 60 years to train teachers from all music colleges in China.
2. Insufficient attention and weak consciousness.
Education authorities at all levels have not put forward clear requirements for music education in rural primary and secondary schools, and the teaching purpose is not clear. The government, schools and parents do not pay enough attention to music education, and think that it can be promoted or not. The poor treatment of music teachers is inferior to that of the main course teachers in terms of professional title evaluation and promotion, which has dampened the enthusiasm of music teachers and hindered the forward development of music education in rural primary and secondary schools. Although some schools offer music classes, they exist in name only, and they haven't had several music classes in a semester. The educational policy of the party and the country clearly points out that it is necessary to cultivate students' all-round development in morality, intelligence, physique, beauty and labor, among which music education, as an important part of aesthetic education, plays an irreplaceable role. Beautiful music melody can enliven the atmosphere, let students fully experience the fun of music, and let students learn through "music" and "doing".
3. Poor teaching equipment and little investment.
The author made a survey of music teaching facilities in rural primary and secondary schools in a county, and got such a set of data: there are more than 300 primary and secondary schools and kindergartens in the county, and the teaching equipment is as follows: 5 pianos, 50 organ, erhu 10, percussion instruments 195, 200 sets of performance costumes, tape recorders 150, books and materials. The school has little investment in music education, let alone the practice of music art.
Second, rural primary and secondary school music education measures and countermeasures
1. Increase investment and improve school conditions.
Music teaching facilities are the guarantee to realize curriculum standards. Governments at all levels and schools should increase investment in music education to ensure the normal teaching of music education in schools. At the same time, we should also increase investment in music equipment. Schools with good conditions can be equipped with high-grade musical instruments and teaching AIDS, while schools with poor conditions should also be equipped with necessary musical instruments and teaching AIDS to promote the healthy development of music education. Schools should be equipped with piano, organ, electronic organ, audio-visual teaching equipment, multimedia teaching equipment, common percussion instruments, national musical instruments and western musical instruments and other special music classrooms and equipment. School libraries and teaching and research groups should buy music books, magazines, audio-visual materials, etc. For teachers to prepare lessons, study and research; The school reading room should also be equipped with music books, magazines and audio-visual materials for students to collect and consult.
2. Attach great importance to raising awareness
He Luting, a music educator in China, once said: "Music education in primary and secondary schools is a major event related to the cultural literacy, ideological realm and moral quality of the whole future generations, and it must not be taken lightly." In recent years, the ideological and moral construction of primary and secondary school students is imperative. It is effective to use music as a means of ideological and moral construction to stimulate learning interest and purify ideological quality. Leaders at all levels should improve their understanding of music education in rural primary and secondary schools, unify their thinking, pay more attention to and support music education in rural primary and secondary schools, set assessment targets for music education in rural primary and secondary schools, and establish a comprehensive evaluation system. According to the requirements of the music teaching syllabus, music classes are offered and music art practice activities are actively carried out to provide favorable conditions for school music education.
3. Strengthen teacher training and build a strong team of teachers.
In view of the shortage of rural music teachers and poor teaching facilities. Stabilize the ranks of music teachers, strengthen teacher training, and constantly improve the comprehensive quality of music teachers. Conduct regular training for teachers who are basically qualified for music classes and have musical hobbies, and actively play the role of teachers with strong professional ability. Adopt multi-channel training methods, expand the ranks of music teachers, and strengthen the double-basic training and academic training of music teachers. Use modern educational technology to strengthen communication and study, and improve teachers' teaching skills and level.
4. Implement teaching according to local conditions, and scientifically standardize classroom teaching reform and artistic practice activities.
China is a multi-ethnic country with a vast territory and a large population. There are differences between different regions, ethnic groups and urban and rural areas. Schools and teachers should make full use of local curriculum resources, create a good music environment inside and outside the school, enrich the teaching content with regional culture and national characteristics, and grasp the flexible scale of teaching content standards according to local conditions. With the development of quality education, classroom teaching reform has followed. Music education in rural primary and secondary schools is generally a simple singing teaching, with boring classroom content and teaching methods, and students passively accept knowledge. The current concept, content, methods, means and evaluation system of music education can no longer meet the requirements of the development of quality education. This situation affects the effective play of the aesthetic function of music education and restricts the development of music education in primary and secondary schools. Therefore, we must use new ideas and new teaching methods to change teaching concepts, give full play to students' initiative and improve their oral and practical abilities. In the reform of music classroom teaching, the author conducted some teaching experiments to explore new teaching modes and methods, and achieved good results.
In short, let students actively participate in the social practice of music, closely combine classroom teaching with extracurricular art practice, broaden musical horizons, develop musical talents and improve students' comprehensive musical quality. Actively guiding students to participate in various music activities is the basic way for students to enter music and gain musical aesthetic experience. At the same time, only when our teachers brainstorm, take it seriously and reform the new curriculum will our rural art education make new progress!