The correct expression of music teaching objectives should be clear, specific and concise, mainly covering the specific content, methods, processes and the degree and level to be achieved in this lesson. Emotional attitudes and values are of great significance in the process of human growth, and they are the spiritual cornerstones to guide people to be healthy, optimistic and positive.
The traditional curriculum view overemphasizes cognition and ignores the role of emotional attitude and values in learning, which leads to invalid goals, thus limiting rich and vivid teaching activities to a narrow and monotonous cognitive framework. This curriculum design, which lacks emotional connotation and is full of rationality, not only makes students feel boring and monotonous in their study, but also makes them feel afraid and distressed, losing their interest in learning, and it is also easy to cause students' "emotional malnutrition" and "emotional dryness".
The new curriculum concept promotes emotional factors to a new level and height, and endows them with important value orientation in curriculum objectives. For example, emotion is not only reflected in learning interest, hobbies and enthusiasm, but also in the experience of emotion itself and the richness of inner world; Attitude, manifested in the pursuit of learning, learning responsibility, but also in the fun of life, enterprising, upward attitude; Values are not only embodied in personal values, but also in the unity of personal values, social values and natural values; Wait a minute. These three independent elements have become an important part of the curriculum objectives. Different disciplines have different orientations and connotations of "emotional attitudes and values". In music courses, due to the nature and value of music courses, it is necessary to highlight the goal of "emotional attitude and values" to show that the essence of music education is aesthetics and an important way to implement aesthetic education. For music courses, its characteristics are emotional aesthetics; The way of education is to educate people with emotion and aesthetic education; Its educational effect mainly lies not in the acquisition of knowledge and skills, but in the emotional edification, infection, purification, shock and epiphany. The learning process and methods have important educational value. The essence of attaching importance to process and method is to respect students' learning experience, experience and way, which is a process that learners must go through and an inherent need for a person's survival, growth and development.
From the teaching point of view, only paying attention to the results and ignoring the process and method of teaching has only gained a formal shortcut. This kind of teaching method, which excludes individual thinking, denies intellectual participation and only pays attention to knowledge mastery, is completely unfavorable to human development. It makes everyone alive become a mechanical and inflexible learning machine, which can only accept and remember, but can't think and evaluate. For music courses, it still has characteristics different from other disciplines. Music education is mostly embodied as a kind of potential effect of "moistening things quietly", and its teaching goal is often contained in the teaching process, so the process and methods are very important for music learning. In teaching methods, it is better to teach people to fish than to teach people to fish, and it is better to learn music than to learn music, which is conducive to students' lifelong learning and sustainable development in music.
In the new music curriculum, the goal of "process and method" can be refined into five specific goals: experience, comparison, exploration, cooperation and synthesis.
1, experience
Experience refers to the emotion and consciousness produced by physical activity and direct experience. Experience makes learning enter the field of life, because with experience, knowledge learning no longer belongs to the category of cognition and rationality, but extends to the field of emotion, physiology and personality, making the learning process not only a process of knowledge growth, but also a process of sound and development of body, mind and personality. Experience is one of the remarkable features of modern learning style, which emphasizes physical participation. In the process of learning, learners should look with their own eyes, listen with their own ears, speak with their own mouths, do with their own hands and think with their own brains. In short, learners should experience, feel and operate by themselves. It attaches importance to learners' direct experience and regards learners' personal knowledge, experience and life world as important curriculum resources. Respect learners' personal feelings and unique opinions, encourage students' self-awareness and innovative spirit, emphasize participation, activities, inquiry and practice in the learning process, and turn the teaching process into a process of integrating indirect experience into students' direct experience, and the learning process into a process of integrating learners' personal experiences, feelings, viewpoints and experiences, so as to interpret and operate themselves.
As for "experience", there is a very important sentence in "Music Curriculum Standards": "The process of music teaching should be a complete and full experience of music works." This sentence is so important because the non-semantic and uncertainty of music itself determines that the teaching and learning of music must adopt a special way different from other disciplines-the way of experience. In principle, music teaching and music learning can't rely on teaching, because the way of teaching is contrary to learners' own music experience, others' feelings replace their own, and teachers' experiences replace learners' experiences.
Step 2 compare
It is a special way of music teaching, which is to compare music works with different genres, forms, styles, expression techniques and humanistic backgrounds in the teaching process, or to compare music contents with the same theme but different genres, the same genre but different forms and the same form but different styles, so as to help students form a deep impression on music. Using comparative method can not only effectively improve students' interest in music and aesthetic attention, but also help to develop students' musical thinking and cultivate their ability to analyze and evaluate music.
Step 3 explore
Inquiry is not only a course form, but also a way of learning. Inquiry, as a way of learning, refers to the process in which teachers don't tell students the ready-made conclusions, but students themselves take the initiative to collect information, investigate and study, analyze and communicate, discover and explore problems and draw conclusions under the guidance of teachers. Whether as a new curriculum form or as a new way of learning, inquiry has unique and irreplaceable value in the new curriculum. It can make learners keep their interest in independent and continuous learning, enrich students' experience, develop the personality quality of cooperation and sharing, enhance the ability of independent thinking, establish a reasonable knowledge structure and cultivate a scientific attitude of respecting facts.
4. Cooperation
Cooperation means learning from each other, and students have a clear division of responsibilities in order to accomplish common tasks in groups or teams. It takes the group as the basic form, makes full use of the mutual assistance among the dynamic factors of teaching to promote students' learning, and takes team performance as the evaluation standard to achieve and achieve common learning or teaching goals. Generally speaking, cooperative learning has the following elements: mutual support and cooperation between learners; Actively assume personal responsibility in common tasks; Team members communicate effectively and properly solve internal contradictions within the group; Group processing of tasks completed by individuals; Evaluate the effectiveness of joint activities.
Cooperative learning is widely used in music teaching at present, and its common characteristics are: grouping according to music quality, ability and gender. There are full exchanges, discussions and cooperation among members of the group, such as singing songs. Each group will discuss the design of singing form, composition and creation of performance movements, production of performance props, selection of accompaniment instruments, sound types and rhythm types. Integrate the factors of games and competitions, promote competition among groups and increase interest in learning. For example, in the study of instrumental music performance, it is divided into several groups (each group's performance level includes upper, middle and lower levels) to conduct game-based competitions, so that students of all abilities and levels have the opportunity to participate in the performance, and the opportunities are equal, which promotes students' sense of collective honor and cultivates team spirit.
5, comprehensive
As one of the goals of music curriculum, it is the extension of the discipline system to the field of learning and the return of elite culture to popular culture. Its fundamental essence is that it helps to change the fragmentation of personality, help to develop into a complete and perfect personality, and embodies a development trend of modern education.
Specifically, integration includes the mutual integration of learning fields (feeling and appreciation, performance, creation, music and related culture) in music courses, the mutual integration of music and sister arts (dance, drama, folk art, film and television, fine arts and calligraphy), and other disciplines (Chinese, foreign languages, history, geography, politics, mathematics, physics, chemistry, physical education) other than music arts. Another example is to give full play to the different means of expression of various art categories and integrate them into a comprehensive music teaching method, such as using body movements to match the rhythm of music, using performances to express the artistic conception and emotion of music, and using colors and lines to express the light and shade of music, as well as similarities and differences. In addition, by softening the edge of the discipline, strengthening the connection between music and other disciplines and integrating them in teaching, for example, combining Chinese, we can choose suitable background music for poetry and prose, and also describe the music situation with poetic language and lyrical prose expression; Through the integration of history and geography, we can learn and understand some representative music in different historical periods, different regions and different countries, as well as related customs and habits; Combined with physical education class, rhythmic gymnastics can be used.
Music with different rhythms and beats; The integration of the same number, physics and chemistry can use the "golden section line" to integrate aesthetic concepts and mathematical concepts, and link the sound attributes such as the height, length and strength of music with the knowledge of frequency and amplitude of physics; Wait a minute.
The synthesis of music curriculum is based on music, which is an important principle in the implementation of new music curriculum. It is true that, based on the implementation of the comprehensive concept, music lessons may involve knowledge of some art categories and other disciplines to varying degrees, but they are involved in order to better feel and understand music, better learn music and stimulate students' interest in music. If students' attention and interest in learning are directed to explore other disciplines or art categories, and literature, politics, history, geography, dance, art and drama are the main objects of students' study and exploration in music lessons, then the function of music lessons will inevitably be weakened and damaged. This is obviously contrary to the concept and spirit of music curriculum standards. Any course in basic education, as long as it is a subject, must have a systematic knowledge and skill system. Therefore, for high school music courses, it is necessary to impart knowledge and skills, which is not only the need of people's overall musical cultural quality, but also lays a foundation for students to further study music and provides a platform for students' sustainable development in music. However, due to the misunderstanding of music knowledge and skills in the past, simply taking music theory knowledge and music score skills as the main body of music knowledge and skills has excessively strengthened the rational color of knowledge and the technical role of skills, which has led to the one-sided tendency of music knowledge and skills and caused students' fear and boredom in learning music knowledge and skills.
The new concept of music knowledge and skills in basic education holds that music knowledge is not only embodied in the knowledge of music theory, but also includes the basic performance elements, common structure, genre and form of music, especially the knowledge of music creation, music history, music and related cultures. Music skills are not only reflected in solfeggio, ear training, reading music and so on. And it is not in singing skills such as vocalization, resonance and articulation. More importantly, the study and application of music score or the training and cultivation of singing skills are carried out in the whole music practice, which is regarded as a link and part of music performance activities, so as to help form the overall system of basic music education knowledge and skills.
In addition, the teaching methods of knowledge and skills must be fundamentally changed. We should not only change the rational way of simply imparting music knowledge in music teaching, but also change the tendency of mechanically training music skills and replacing exploration and research with boring exercises. The study of music knowledge and skills should be put into rich, vivid and concrete music practice activities, closely combined with factors such as emotion, attitude, interest and wisdom, and completed through ways and processes such as experience, comparison, exploration and cooperation.