Plato said: "Music education not only pays attention to moral and social purposes, but also takes beautiful things as its own purpose to explore and educate people to become beautiful and kind." Music education is an aesthetic education for students through singing, music knowledge and skills training, appreciation and other emotional music images, which plays a unique role in the formation of students' world outlook, the cultivation of creativity and the cultivation of sentiment. However, due to the unbalanced development of urban and rural education and the neglect of music education by relevant personnel, the present situation of rural music education is far from the requirements of modern education. Therefore, this paper puts forward some immature views on the present situation of music education in rural primary and secondary schools and discusses them with colleagues.

Keywords: rural primary and secondary schools, harmonious society, music education, quality education

Thousands of years' history of human civilization tells us that healthy cultural education is not only the ladder of economic development and social progress, but also the endless source of human civilization. Music education has created people's aesthetic ability and is an indispensable part of cultural education. Therefore, the development of healthy and harmonious music education is conducive to building an advanced spiritual and cultural foundation that is compatible with a harmonious socialist society and is a necessary condition for achieving the goal of building a harmonious society. As we all know, China is a big agricultural country, and music education in rural primary and secondary schools plays an important role in the whole national education system and is the forefront of building a harmonious culture in rural areas. At present, China's rural music education is relatively backward in education concept, education management and teacher construction, which seriously restricts the improvement of rural students' comprehensive quality. Therefore, the author wants to put forward his own views on the current music in rural primary and secondary schools.

First, the status quo of music education in rural primary and secondary schools

The teaching idea of 1. 1 is backward. At present, the quality education that China is vigorously promoting has not fundamentally changed the teaching concepts of most rural primary and secondary school teachers and leaders. Many schools still regard all kinds of unified examination results as the only criterion for evaluating teachers and students. Many rural grassroots school leaders know little about music education and teaching, and think that music class is only a minor course, which has no direct connection with further studies and is dispensable in school education. Therefore, the phenomenon of ignoring music teaching and using "main courses" such as mathematics and Chinese to seize music lessons is very popular in rural areas. In addition, in some schools, teachers' assessment is linked to students' entrance examination results. If there is no unified examination in music class, music teachers will have no grades, and they will become backward elements and laid-off objects among teachers, and even some music teachers will simply change careers. This not only destroys the whole teaching of music class, but also dampens the enthusiasm of music teachers, resulting in the loss of music teachers and curbing the development of music teaching level.

1.2 The quality of music teachers is low. Music teachers in rural primary and secondary schools are mostly local private teachers. They have hardly received formal music education, lack the opportunity to receive music training, lack the necessary music literacy, and have considerable shortcomings in teaching concepts, teaching methods and teaching skills. The low music quality of teachers is an important reason for the low music quality of rural primary and secondary schools. Therefore, attaching importance to the training and continuing education of music teachers is an effective way to improve the quality of music teaching and a fundamental measure to strengthen and improve the quality of music teaching in rural primary schools.

1.3 insufficient investment in music education, poor teaching conditions and lack of relevant facilities. For a long time, the rural economy is backward, the financial revenue is difficult, and the local government's investment in teaching is very low, especially in music education. Teachers' salaries are hard to pay, let alone upgrade music teaching facilities and introduce excellent music teachers. In some areas, due to insufficient attention to music teaching, even if there are music teaching equipment, it is not really used for daily teaching, just to cope with the inspection and evaluation of superiors; Some schools do not have independent music classrooms, and the teaching conditions are not guaranteed; Some schools lack all kinds of teaching equipment and corresponding audio-visual materials necessary for music teaching, and even have no supporting tapes for music teaching materials. This is very unfavorable to the development of music teaching.

1.4 The content of the music textbook is too deep. Some music textbooks are not suitable for the current teaching situation in rural primary and secondary schools. Teachers are difficult to teach and students are difficult to learn. Even many teachers are limited to their low level of music, unable to teach music theory knowledge such as staff, and students are not interested, which leads to the lack of systematicness, diversity and richness in music lessons, thus destroying the whole music teaching, and obscure teaching materials have become the bottleneck to improve students' music level.

Second, the countermeasures to change the status quo of music education in rural primary and secondary schools

2. 1 update the educational concept, implement quality education in an all-round way, and change the present situation of music education in rural primary schools. First, the party and government education departments and music educators should change their ideas, put music education in rural primary schools at the height of improving the quality of the whole people, have a long-term educational vision, change from exam-oriented education to quality education, and vigorously advocate new ideas of music education; Establish a correct teacher evaluation mechanism, completely eliminate the prejudice between "main course" and "sub-course", put music on the agenda as important as other subjects, make music education in rural primary and secondary schools develop normally and orderly, and make music class an irreplaceable and important part of primary and secondary school teaching content. Home for civil servants:

2.2 Strengthening the construction and stability of teachers and strengthening the construction of music teachers in rural schools is an important guarantee for the reform of rural music education. It will also play a positive role in other education and teaching work in the school, and it is the primary problem to improve the quality of music education in primary and secondary schools. Therefore, first of all, we should make effective and reasonable use of existing teachers, give play to their strengths and create a good environment for their ability to play; Secondly, in the face of the low quality of rural music teachers, schools should increase the professional training of part-time teachers, give full play to the leading role of teachers with strong professional ability, improve teachers' music quality cultivation and classroom practice through various channels, and realize the overall improvement of music teachers' quality.

2.3 Increase investment in music education and increase music facilities. In music education in primary and secondary schools, music teaching facilities are an important condition to ensure the normal music teaching and achieve good results. Therefore, the state should increase investment in rural basic education, subsidize the part where local finance is insufficient, improve the conditions for running schools, and comprehensively develop music education in rural primary and secondary schools in China. Schools should raise special funds for music teaching equipment in a planned and multi-channel way, acquire necessary teaching tools year by year, build special music classrooms, and enrich the teaching content of music classrooms. In particular, we should increase the investment in music teaching materials, let teachers know more about the latest music news and enrich students' horizons.

2.4 Teachers should adjust measures to local conditions, change the use of teaching materials from traditional to research-oriented, give full play to teachers' specialties in teaching methods, respect students' hobbies and guide them according to the situation; The teaching content should also be changed from simple singing teaching to all-round training for students. At the same time, we should formulate music curriculum standards according to local conditions. According to the actual situation of rural students, choose some excellent folk music art with life breath to increase students' interest in learning music. In addition, the content beyond the acceptance ability of rural students should be properly discarded.

In the great process of building a harmonious socialist society, rural music education should shoulder the historical responsibility and meet the needs of social development and students' all-round development. The administrative department of education should improve the understanding of rural music education, give full play to the special function of music education, actively explore the methods of implementing quality education in music education, and make unremitting efforts to cultivate talents in the 2 1 century.

refer to

[1] Zhu, Peng Zhixiu. Music teaching implementation guide [M]. Huazhong Normal University Press, 2003.

[2] Guo Shengjian. Art education [M]. Beijing Education Science Press, 200 1