Abstract: With the deepening of the new curriculum reform, great changes have taken place in music teaching in primary schools. Music teachers must be student-centered, change traditional teaching concepts, be good at creating efficient classroom teaching situations and improve classroom atmosphere by using multimedia teaching methods. However, due to the influence of traditional exam-oriented education, there are still some problems in music teaching in primary schools, which seriously affect the effect of classroom teaching. This paper analyzes the problems existing in music teaching in primary schools, and then puts forward the strategies of teaching reform, hoping to help music teaching.
Keywords: primary school music; Current situation of teaching; Reform strategy
Primary school music is the key to aesthetic education for primary school students, the main channel to improve their aesthetic ability and innovation ability, and plays an important role in compulsory education. With the deepening of quality education and new curriculum reform, it brings opportunities and challenges to music teaching in primary schools. With the application of modern teaching concepts and teaching methods, primary school music classes are more dynamic, primary school students have more practical opportunities in the classroom, and their innovation ability and inquiry ability have been further improved. At present, although some achievements have been made in music teaching in primary schools, there are still some problems in music teaching content, curriculum and teaching methods, which affect the teaching quality. Therefore, how to do a good job in elementary school music basic education and strengthen primary school students' music knowledge and skills has become an important topic for music teachers. Next, according to my own experience in music teaching in primary schools, the author starts with analyzing the problems existing in teaching, and then explores effective strategies for teaching reform.
First, the problems in music teaching in primary schools
(A) the content of music teaching is boring, and students are not interested in learning.
In many primary schools, the content taught by music teachers is far from real life, and students are bored with the teaching content, which leads to the loss of interest in learning. Pupils are lively and active. Music teachers should give full consideration to pupils' personality development and practical level, and choose interesting and knowledgeable teaching content to stimulate pupils' music learning potential. However, in reality, in order to complete the teaching task, music teachers often ignore the feelings of primary school students, take themselves as the center in the classroom and adopt the "centralized teaching" teaching method. Even if primary school students don't understand the problem, they dare not raise their hands to ask questions. At the same time, some primary school music teachers do not fully understand the new curriculum reform, and think that introducing pop songs into primary school music classes is innovation and openness. However, when introducing pop songs, some problems such as poor melody and awkward singing were not taken into account, so that primary school students could not learn music well and the music teaching process became a mere formality.
(B) course objectives are unclear, ignoring the artistry of music
At present, music teaching in primary schools lacks a clear curriculum goal orientation, and teachers do not correctly realize the artistry and particularity of music, but only take music lessons as a tool to complete teaching tasks. In class, some music teachers will spend more time organizing music activities. On the surface, the classroom atmosphere is extremely active, but primary school students have learned nothing, and sometimes they don't know what they are learning after a class. Some music teachers pay more attention to classroom questioning and practice, and pursue teaching effect unilaterally. The difficulty of the design questions varies greatly, which is difficult for primary school students to understand. Other music teachers will focus on expanding their knowledge, thinking that the knowledge in music textbooks is too simple and will introduce a lot of extracurricular music knowledge. Therefore, due to the different concerns of music teachers, the curriculum objectives of music teaching in primary schools are very different, the classroom teaching effect is not obvious, and music lessons have not really played a role in aesthetic education.
(C) teachers' poor teaching level and lack of innovation in teaching methods
The quality of music teachers will directly affect the teaching effect of music lessons in primary schools. Music teachers in many schools are not graduates of music major or normal major, and they don't know much about music teaching and music theory. Even some primary school music teachers are part-time teachers in other courses. They only teach primary school students to sing some popular songs in class, but they can't correctly guide them to learn music knowledge. Therefore, improving the quality of primary school music teachers in an all-round way has become an urgent problem for schools to solve. At the same time, some music teachers are old-fashioned, lack of innovation in teaching methods, and design the same teaching plan, without hierarchical education according to the actual level of primary school students and teaching students in accordance with their aptitude. With the implementation of the new curriculum reform, higher requirements are put forward for the quality of primary school music teachers. Music teachers with poor teaching level and low quality have not adapted to the requirements of modern teaching.
Second, the new era of primary school music classroom reform strategy
(A) change the traditional teaching concept and optimize the content of music teaching.
Due to the influence of exam-oriented education, music education in primary schools has always been a weak link in school education. The current ideas, methods, means and evaluation mechanism of music education cannot meet the requirements of quality education. Therefore, it is the key to improve the quality of music teaching in primary schools to change the traditional educational concept and optimize the content of music teaching. Music teachers should pay attention to guide primary school students to experience the charm of music in their lives, make classroom teaching close to daily life, choose life-oriented music teaching content, improve primary school students' interest in learning music, cultivate primary school students' love for life and positive outlook on life in a subtle way, and enrich students' lives. At the same time, music teachers should encourage primary school students to innovate and explore in music learning, and use collective activities to improve their collective consciousness and spirit of cooperation and mutual assistance, so as to better coordinate the relationship between music teaching and primary school students' self-development.
(2) Set clear "classroom objectives" to improve students' participation.
Music teaching in primary schools should set clear classroom teaching objectives and teaching plans to ensure the orderly progress of music classes and cultivate primary school students' music literacy and innovation ability. In the education of music knowledge and skills, teachers must consider the actual situation of students, design innovative and personalized teaching links according to the teaching objectives, attract the attention of primary school students, improve their participation in the course, and constantly cultivate their perception of music. Primary school music is an enlightening music teaching. In the whole teaching process, music teachers should infect primary school students with the aesthetic feeling of music and cultivate their rich musical emotions. Only when teachers truly realize the significance of music teaching in primary schools can they give full play to their initiative and enthusiasm and design each music lesson well. When setting teaching goals, we should avoid blindness and randomness, not copy the traditional classroom model, but set reasonable goals. Too low or too high will make primary school students unable to grasp the key and difficult points of teaching.
(C) teachers to improve their own quality, bold innovation and reform
In order to effectively solve all kinds of problems in music teaching in primary schools, we must design the teaching content according to the concept of new curriculum reform, give full play to the leading role of music teachers, build an excellent team of music teachers, constantly improve their professional and moral qualities, pay attention to their ideological and psychological health, and establish a strict system in the employment, assessment and further study of music teachers. At the same time, it is necessary to improve music teaching facilities and teaching methods, and increase the input of music teachers in primary schools. In addition, music teachers should also start from themselves, study hard the cutting-edge ideas and knowledge of music, change the traditional teaching concept, boldly carry out innovation and reform, use modern teaching methods, create an efficient primary school music classroom, attach importance to music courses, and make good use of every minute of the classroom, so as to strengthen the music experience of primary school students, expand their knowledge and lead them to make continuous progress. To sum up, there is still a long way to go to truly realize effective music teaching in primary schools. It requires the efforts and efforts of every music teacher, constantly innovating classroom forms and teaching methods, adhering to the people-oriented teaching concept, being good at using modern teaching methods, creating teaching situations, presenting diversified and personalized music classes for primary school students, and improving their interest in learning.
References:
[1] Cui. On the problems and countermeasures in music classroom teaching in primary schools [J]. China Science and Education Innovation Guide, 20 13(36).
[2] Sharla Cheung. On the Problems and Strategies of Music Teaching in Primary Schools [J]. Journal of Navigation of Arts and Sciences, 20 13(6).
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