The new music curriculum standard points out that "music education is one of the important means of aesthetic education, and beautiful and healthy music is an important source for aesthetic subjects to obtain aesthetic feeling".
At present, the basic educational concept of "taking music aesthetics as the core" has not been well implemented in primary school music education, mainly because music is not really regarded as a course to cultivate students' emotional and aesthetic ability. "Taking aesthetics as the core" mainly acts on people's emotional world, emphasizing the emotional experience of music, guiding students to grasp the expression and emotional connotation of music as a whole, that is, cultivating students' musical sensibility. However, in the actual teaching process, many teachers ignore this point. Whether it is singing teaching, appreciation teaching or music knowledge teaching, the traditional mechanical teaching method can not meet the requirements of aesthetic teaching at all. For example, in the teaching of singing class, many teachers just teach students to sing a certain song in a formal way, and unilaterally think that students can achieve the teaching purpose by learning to sing a certain song. Even if music reading teaching is carried out, singing teaching has become a form of song teaching because most students are not interested in reading music. The teacher teaches singing sentence by sentence, and the students sing along sentence by sentence. The whole class is a repetition of this mechanical action. Imagine if students like this song, if the song itself doesn't sound good enough, and the melody is not particularly catchy, how many students can accept it, and how many people can insist on repeating this mechanical action? This kind of teaching not only obliterates students' original interest in music, but also cultivates their feelings and comprehensive aesthetic ability. In addition to music appreciation teaching, some teachers just find a lot of audio materials and play audio throughout the class, so that students are always in a passive position of hearing participation and thinking participation in the teaching process. This long-term passive state is bound to make students lose interest in music lessons, and of course it is impossible to cultivate students' musical feelings and aesthetic ability. The essence of music aesthetic teaching is aesthetic training, that is, aesthetic ability, aesthetic ability and aesthetic personality training. It is not only a value orientation, but also an aesthetic psychological activity, which requires us to adopt different teaching schemes and methods according to these characteristics to cultivate students' real aesthetic consciousness. Let's talk about music knowledge teaching, because its teaching content is the so-called "most boring" compared with other music classes. For this boring teaching content, teachers should pay more attention to teaching methods and means. Simply instill music theory knowledge and common sense into students, and let them recite the basic knowledge of music theory, such as the height of notes, "the sum of two octaves equals a quarter note." Even if students are "forced" to absorb these things, they have no rhythm and intonation when singing music, and they can't correctly grasp the various elements of music expressed by songs. These drawbacks eventually lead to the whole music teaching can not make students have emotional experience and aesthetic pleasure, which runs counter to the "aesthetic core".
Music education is an important part of aesthetic education. How to play this role in music teaching in primary schools? This is a question worth discussing.
According to the age characteristics and cognitive characteristics of primary school students, the author thinks that cultivating their "aesthetic interest" in music is the focus of teaching. What is the aesthetic taste of music? Aesthetic taste refers to students' interests and hobbies in music. From the aesthetic point of view, only by forming correct aesthetic taste can we have profound aesthetic experience, active aesthetic consciousness and correct aesthetic evaluation, and then form the desire to create beauty. Thus, aesthetic taste is the foundation of aesthetic education.
Music textbooks for lower grades in primary schools provide favorable conditions for us to cultivate aesthetic taste. Many musical works with short structure, pleasant melody, lively rhythm and vivid images are selected from the textbook, which are suitable for junior children. Teachers should give full play to the advantages of teaching materials and do this work well. Many teachers have accumulated a lot of experience in this field, such as: creating a beautiful music teaching environment; Training in music teaching activities; Appreciate teaching by combining audio and video; Role-based song performances and games enhance students' emotional experience; Guide students to actively participate in music teaching activities by means of "competition" ... Some teachers still stay at a shallow level in cultivating students' aesthetic interest. The cultivation of aesthetic ability should start with the following points:
1. Cultivate students' aesthetic perception.
Music is the art of hearing, and it needs to feel beauty through hearing and cultivate aesthetic feeling. All the practice of music art depends on hearing, which is the most basic feature of music art, and people's perception of beauty is gradually formed in the process of feeling the sound of music. Learning to perceive is learning to discover and explore the beauty of musical works with aesthetic ears and eyes.
2. Cultivate students' aesthetic imagination.
Imagination is the source of creation. Music aesthetic imagination will bring students aesthetic enjoyment and stimulate their thinking activities. Every process of students' aesthetic imagination is a step towards a higher level of musical aesthetic imagination. Therefore, teachers should give students some time and space in music teaching, so that students' aesthetic imagination can be well played.
3. Cultivate students' aesthetic expression ability
Music is the art of emotion. Expressing human emotions is the essential feature of music art. In primary school music education, it has become an important goal to cultivate students' playing consciousness and let them know how to play. Of course, in the process of cultivating students' performance ability, teachers should stimulate students' desire to perform, affirm students' little progress, and let students often experience the aesthetic pleasure gained after participating in performances, so that students will dare to perform and be good at performing.
4. Cultivate students' aesthetic cooperation ability
The world of music is rich and colorful, and so are the expressive arts of music. There are both individual forms such as solo, solo and solo, as well as collective forms such as chorus, ensemble and group dance. The collective participation and cooperation of students is a process of jointly expressing and creating beauty, and it is also a process of improving students' aesthetic feeling ability, aesthetic expression ability and aesthetic creation ability. Especially in primary school music teaching, cooperative learning is a good way of learning, which promotes students to learn from each other, care for each other and make progress together.
5. Cultivate students' aesthetic creativity.
Aesthetic creativity is an important part of human creativity. Aesthetic creativity is the ability of the aesthetic subject to carry out creative aesthetic activities in accordance with aesthetic laws in the process of aesthetic practice. Music creation is an extremely important teaching activity in primary school music teaching. Teachers should infiltrate the teaching of music creation into teaching activities such as appreciation, singing, instrumental performance and rhythm, so that any teaching activities can embody the principle of aesthetic creation.
6. Cultivate students' aesthetic evaluation ability
Aesthetic evaluation is the judgment made by the aesthetic subject on the aesthetic attribute and value of the aesthetic object in aesthetic activities. Evaluation includes people's cognition and emotional response to things. It is very important to improve students' aesthetic evaluation of music in primary school music teaching. In the classroom, we should pay attention to the dissemination and feedback of teachers, students and classroom teaching information. Teachers and students can be senders and receivers of information. The cultivation of aesthetic ability lies in teachers guiding students to actively participate in the practical activities of music, from which they can perceive the emotions expressed by music and resonate with their hearts. Music education in primary schools, as an important way to implement aesthetic education, has become the key to implement aesthetic education goals and improve students' quality in an all-round way.
The aesthetic education of music can not only stimulate students' interest and love for music, but also make their emotions become wisdom with the emotional fluctuation of music, establish a correct world outlook, outlook on life and values, and lay a solid foundation for becoming high-quality talents. Therefore, the cultivation of aesthetic ability can make students feel the charm of music art from temperament, image, emotion and other aspects, improve their music appreciation ability, thus purifying their hearts and gaining enlightenment.