Introduction: The aim of secondary vocational education is to cultivate outstanding talents who can adapt to social and professional development. For pre-school education majors in secondary vocational education, the purpose of music teaching is to cultivate children's music enlightenment education, so that children can improve their comprehensive quality through music teaching.
After years of development, China's secondary vocational education has gradually matured in specialty and curriculum. The music courses involved in preschool education in secondary vocational schools include piano, vocal music, solfeggio and music appreciation. In the study of these courses, students have mastered certain musical skills, but some skills are not applicable in practical work, and it will take some time to settle down and meet the needs of early childhood education. Music teaching is closely related to the cultivation of children's aesthetics, so children's music teachers must take seriously their own problems in teaching and solve them in time, and constantly explore new teaching models to improve the quality of children's music teaching.
First, the status quo of pre-school music teaching in secondary vocational schools
(A) Music teaching is too professional.
Influenced by the traditional teaching mode, all majors in secondary vocational education in China pursue professionalism too much, while ignoring the children's teaching rules that music itself should have. At present, in the teaching of music major in pre-school education in secondary vocational schools, the focus of teaching is playing skills and vocal singing skills, which are mainly used as standards in the final assessment of learning effect. However, the skills needed in the practical work of early childhood education are not limited to these aspects, but should be combined with the age characteristics of young children to carry out targeted music teaching activities. Therefore, in secondary vocational education, we should not only improve their music literacy, but also spend more time to understand the characteristics of children's music teaching.
(B) the blindness and randomness of music courses.
Music learning is an important part of preschool education curriculum in secondary vocational schools. However, due to the limitations of the development of secondary vocational education, many undergraduate and junior college teaching models have been adopted in practical teaching, which is divorced from the original educational purpose and social reality of secondary vocational education. Although many schools are equipped with corresponding equipment in music teaching and require students to carry out intensive training, they ignore the matching of relevant equipment in early childhood education in China at this stage. When students enter real jobs, they will find that many kindergartens have no corresponding piano equipment at all. However, in some secondary vocational schools with poor school conditions, the hardware and software equipment for students' self-education are not perfect, which leads to many deficiencies in students' professional knowledge and skills training and is not competent for children's work.
(C) between disciplines in a relatively independent state
According to the analysis of music courses for pre-school education majors in secondary vocational education, it will be found that there is no way to be relatively independent, and children's music teaching not only requires children to have some simple music knowledge and skills, but also uses music as a medium to run through the whole education system and improve children's comprehensive quality. Therefore, the particularity of preschool teachers requires music teaching to strengthen the relationship between disciplines and pay attention to interdisciplinary development. However, in actual teaching, due to the influence of traditional teaching mode and concept, the work content and learning content can not be coordinated because of the pursuit of professionalism. Therefore, secondary vocational education needs to pay attention to the infiltration and correlation between disciplines when developing courses, so as to improve students' professional quality and comprehensive quality.
Second, optimize the music teaching strategy of preschool education major in secondary vocational schools
(A) the reform of curriculum content
For music teaching, we should first teach musical instruments, such as piano and electronic organ, and organically combine the playing methods of musical instruments with nursery rhymes to form musical expressions that children like very much. At the same time, we should also learn vocal music courses, and through the training of vocal singing methods and skills, we should integrate the contents of children's songs with each other and strengthen the teaching content of children's songs. Finally, there are solfeggio courses, which are the most important part of cultivating children's creativity and expressiveness. These training courses are all important teaching contents in music teaching for preschool education majors in secondary vocational schools. How to use these contents to set up teaching courses, combine the teaching content with the teaching practice of children, find out the learning characteristics of children, and constantly summarize and publicize new teaching concepts in the work.
(B) innovative music teaching model
1. Game teaching
Children's nature is playful, so it is easier for children to accept and understand the needs of playful in teaching. Music teaching itself is an obscure subject, and children at this age can't understand the connotation of music well. If games are integrated into music teaching, music teaching in the form of games can stimulate children's thirst for knowledge, and children's own advantages such as sharpness and imagination can make them better understand the inner meaning of music. Games in music teaching can be compiled in the form of competitions, which can make every child participate and arouse the enthusiasm of children. At the same time, by developing different teaching forms, teachers can also find some problems in teaching methods in time in the process of experience, constantly improve teaching content and optimize teaching forms, thus improving teaching quality.
2. Situational simulation teaching
The purpose of education is not only to cultivate individual comprehensive ability and improve the overall national quality, but more importantly, to make the educated better adapt to the future social development. Therefore, education should be oriented to social needs and pay attention to cultivating students' practical ability. In secondary vocational education, students majoring in preschool education can set up future career scenes, so that students can experience the actual work scenes in advance at school and feel the teaching experience in a relatively real training environment. Before the situation simulation teaching, the teacher should let the students touch the relevant videos of preschool education, let the students collect relevant information before the experience, make full preparations, and let the students think about what they lack at this stage through their own performance and what happened during the experience. Through the experience of scenario simulation, students can gain useful value in practical training and have a preliminary understanding of their actual ability, so as to improve their ability in future study.
Third, summary.
The aim of secondary vocational education is to cultivate outstanding talents to adapt to social and professional development. For preschool education majors in secondary vocational education, the purpose of music teaching is to cultivate children's music enlightenment education and make children improve their comprehensive quality through music teaching. At present, due to the influence and restriction of traditional teaching mode, there are many phenomena that are not in line with the actual situation in secondary vocational education in China. Therefore, it is necessary to constantly reform the curriculum and teaching methods of education, change the teaching concept, and cultivate social talents to meet the needs of future social development.
References:
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[2] Pan Xiaohua. Exploration on the docking of music ability of preschool education students in secondary vocational schools and kindergarten posts [J]. Occupation, 20 1, (08).
[3] Wu Dan. Problems and Countermeasures of Preschool Music Education in Higher Vocational Colleges [J]. Teachers, 20 14, (26).
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