Primary school music education paper 1
Analysis of Music Education in Rural Primary Schools
Music education takes aesthetic education as the core. With the development of quality education, leaders at all levels need to pay more attention to music education for rural primary school students to ensure that rural primary school students can develop and improve in many aspects, such as morality, intelligence, physical fitness, beauty and labor. This paper analyzes the present situation of music education in rural primary schools, and puts forward corresponding improvement measures, aiming at promoting a new leap in rural music education.
Keywords: rural areas; Primary school; Music education; Current situation; quality
Music education in rural primary schools is an indispensable part of rural quality education. Although the situation of music education in rural primary schools is getting better and better through continuous development, there are still some problems to be solved urgently due to various reasons such as remote geographical location, poor facilities and shortage of teachers.
1. The present situation of music education in rural primary schools
The curriculum of 1. 1 is nominal. Music education in primary schools has arranged music classes according to the requirements of the syllabus, but in the actual teaching process, it is often excluded or changed to other courses for various reasons, and music teaching is difficult to guarantee. Most people think that music class is a minor, so it doesn't matter whether you attend it or not. The main teacher often uses it for Chinese mathematics, or for free activities, or listening to songs by himself. This deprives children of the right to enjoy music education and hinders the implementation and development of music education in primary schools. This phenomenon also directly leads to the poor working conditions and treatment of music teachers in rural primary schools. In addition, music lessons are not included in teaching assessment and teacher evaluation, which leads to many music teachers unwilling to work in rural areas.
1.2 Teachers' ability is insufficient. Music education in rural primary schools lacks clear learning objectives and assessment standards, so in the practice of music education courses, most teachers are arbitrary or simply give music lessons to students to do homework and games. Most music teachers don't realize that music education is an important aspect of cultivating students' comprehensive quality, a compulsory course of implementing quality education and an important content of enhancing students' ability.
1.3 teaching equipment is in short supply. Music teaching needs certain music equipment as the foundation. Rural schools generally lack a series of equipment and musical instruments needed for music education, and even the most basic music activity room and music teaching materials are not available. Not to mention all kinds of auxiliary teaching equipment and facilities needed for modern music education. These all restrict the development of rural music education invisibly.
1.4 students' desire for music education is hard to satisfy. A survey of rural primary school students shows that students have a strong desire to learn music. When asked what songs they like or what songs the teacher teaches them to sing, the children are not talking about happy children's songs, but well-known online songs widely circulated in society. It is not a bad thing for students to learn to sing pop songs, but over time they will lose the educational function of combining music with age. In the survey, it is found that students have a "dislike" and "unpleasant" attitude towards the songs in textbooks. The reason is that some students are not familiar with the connotation of songs in music textbooks, and some are unwilling to sing. They think these songs are boring, childish and boring to sing. However, we should know that everything in the textbook has been selected through the evaluation of relevant departments and experts. These songs are suitable for children to sing and are conducive to the healthy development of children's body and mind.
2. Optimization countermeasures of music education in rural primary schools
2. 1 change your mind. Music education is an indispensable part of school education, which plays an irreplaceable role in cultivating people's thoughts and sentiments, improving people's aesthetic taste and establishing lofty aesthetic ideals. Music art, with its euphemistic melody, ever-changing rhythm, colorful timbre, mellow and bright harmony, ingenious and exquisite structure and unique expression techniques, touches people's hearts, arouses people's passion and inspires people's fighting spirit. It is of great significance for cultivating and shaping people. Therefore, education management departments at all levels and the whole society should attach great importance to music education in primary schools, raise awareness, change ideas, and correctly handle the relationship between "learning in regular classes" and "three primary schools" so that music education in rural primary schools can be carried out normally and orderly.
2.2 Strengthen the construction of primary school music teachers. Education authorities should first overcome difficulties and equip primary school teachers as soon as possible, followed by primary school music teachers. Only in this way can we ensure that the primary school music teacher will not be arranged to take other courses after he is in place. Make the primary school music education and teaching have a special person in charge. According to the general requirements of the new music education curriculum, we should make specific work plans, carry out regular teaching and research activities, improve and perfect the collective lesson preparation system, seriously study and guide the teaching reform of the new music education curriculum in rural schools, give full play to collective wisdom, make teaching plans around the curriculum standards, explore teaching methods, exchange teaching designs, realize the sharing of teaching resources, and take various measures to improve the overall quality of music teachers. In addition, the "three orientations" implemented by the state can cultivate some talents in music or other disciplines in many ways. In this way, rural primary school teachers will be more secure, rural primary school music education will be better improved, and rural primary school quality education will be comprehensively improved.
2.3 Highlight students' dominant position. Students are one of the important parts of classroom teaching, and teachers can't just impart knowledge. The best way to improve the classroom teaching effect is to "return the classroom to the students", so that students can become the main body of the music classroom, which can not only promote their absorption of knowledge, but also explore and cultivate their abilities in all aspects. In addition, in music teaching, we should also cultivate students' autonomous learning and creative ability in the classroom, so that they can take the dominant position in the music classroom.
2.4 Strengthen the investment in music education facilities. Music teaching facilities are an important guarantee to improve the quality of music education and realize the teaching effect. Education departments and schools at all levels should increase investment in music education to ensure the normal progress of music education. At present, as long as music classrooms, dance classrooms, organ, electronic organ, staff teaching boards, tape recorders, televisions, VCD players and tapes are built in general rural schools, music and dance classes can be carried out normally, and the full implementation of quality education will not become empty talk.
2.5 Strictly implement the policy of quality education. School leaders should strictly implement the education department's policy on quality education and attach importance to the development of rural music teaching. We should not only cultivate knowledge-based talents, but also focus on the long-term, aim at comprehensively cultivating students' ability, and attach importance to students' all-round development in morality, intelligence and physical fitness. Only when students' ability is strengthened can the school complete the arduous task of cultivating the pillars of the country. Rural primary schools should develop pragmatically, create good teaching conditions for music education, strengthen the investment in music teaching facilities, and make teachers teach in a well-equipped environment to meet the requirements of music teaching in the new era.
3. Conclusion:
To sum up, music education in rural primary schools is an indispensable part of quality education and is of great significance to the cultivation of students. We should attach importance to music quality education, pay more attention to the shortage of music teachers in rural primary schools, explore the road of music education suitable for rural development, promote the development of rural music education, make the music education in urban and rural primary schools develop in a balanced way, and promote the popularization, development and improvement of quality education in China.
References:
JUNG WOO. Investigation, Analysis and Suggestions on Music Education in Rural Primary Schools [J]. Art Education, 2014,02: 71+59.
[2] Cai Yong. On the Problems and Countermeasures of Music Education in Rural Primary Schools —— Taking Xinzhai Primary School in Bijiang District of tongren city as an example [J]. Modern women (later period), 20 13, 1 1: 294-295.
[3] Huang Hou. Investigation and Research on Music Education of Left-behind Children in Rural Areas —— Taking Jiudian Primary School in Jingzhou District of Hubei Province as a case [J]. Popular literature and art, 20 15, 14: 25 1-252.
[4] Yang Li. Discussion on Music Education in Rural Primary Schools in Nanyang City [J]. Beauty and Times (Part Two), 2015,09:123-125.
Papers on music education in primary schools II
Analysis of Music Teaching in Rural Primary Schools in Western China
Abstract: With the development of the western region and the deepening of new rural construction, the problems in rural primary education in the western region are increasingly prominent, and it is difficult to carry out music education in rural primary schools in the western region. I put forward my own views on the present situation of music teaching in rural primary schools in western China and my years of teaching experience.
Key words: music education in primary schools; Current situation of teaching; Teaching countermeasures
Xian Xinghai once said: Music is the greatest happiness of life, the clear spring of life and the melting pot of temperament. ? There are many particularities in western rural music teaching, but children's pursuit of music is still the same. Music has no national boundaries, and of course there should be no restrictions between regions. The gap between western rural music teaching and other regions is obvious. The present situation of music teaching in rural primary schools is not ideal. As a front-line teacher in western rural areas, it is a responsibility to contribute one's own strength.
First, the status quo of music teaching in rural primary schools in western China
(A) unreasonable structure of teachers, the overall quality is low.
First of all, the age structure is unreasonable and the teaching staff is outdated. Change. Most of the teachers in some schools are old teachers facing retirement, and there are fewer young teachers, so there is no contact between teachers. Secondly, the discipline structure is unreasonable. There is a serious shortage of professional music teachers among teachers, and some schools don't even have a music teacher who graduated from normal colleges. The school should take teachers? Becoming a monk halfway? 、? Drive the ducks to the shelves? And other ways to solve the problem of unprofessional music teachers.
(b) insufficient attention and equipment.
Some school leaders still regard music as a minor course ideologically, which makes music teachers lazy to improve their professional quality and teaching level. Many schools even give music lessons to Chinese and math classes when reviewing before exams, completely ignoring the requirements and spirit of quality education. The limited educational funds of the school are rarely invested in the improvement of music teaching and the purchase of music equipment, and there is still a big gap in the music teaching facilities that should be equipped to ensure the realization of the curriculum objectives.
(C) Teachers ignore the study of music theory
Teachers do not attach importance to learning, and the atmosphere of learning music teaching theory is weak, which slows down the improvement of teachers' professional level of music and seriously restricts the sustainable development of music education. Teachers' theoretical level of music education is not high, and their teaching practice lacks theoretical guidance. Teaching concepts are backward and teaching methods are outdated. Traditional music teaching methods still dominate, and new teaching methods and advanced teaching concepts have not really penetrated into classroom teaching. Music teachers are not good at innovation in their work, and lack reflection and summary on their own teaching process, which affects the overall teaching quality.
Second, the countermeasures to solve the problems of music teaching in rural primary schools in western China
In the great process of building a new countryside in China, the success or failure of rural education is directly related to the success or failure of building a new countryside. As an important part of rural education, music teaching is self-evident.
(A) combined with the reality of western rural areas, change the concept.
Facing the requirements of talents' quality in the new century, I think we should change the concept of music education. Establish the concept of laying a good foundation for the future lifelong learning of the educated, and establish the concept of becoming a qualified citizen for the educated. Music educators should take students as the main body of education and devote themselves to promoting the all-round development and perfection of students' personality and realizing the socialization of personality. To do a good job in rural music teaching in western China, we must improve the quality of school cadres and teachers, do a good job in music teaching in primary schools, use various forms and pay attention to actual results. As a rural primary school, we should give full play to the existing conditions, study the new situation, actively adapt to the changes of the times, and strive to explore new ways suitable for moral education in rural primary schools. To learn the new curriculum well, we should base ourselves on the main position of classroom teaching, organically combine subject education with moral education, learn the rules and standardize the contents in music education and teaching activities, and manage students as required. Students' love for music can be stimulated by theme class meetings and singing competitions.
(B) schools, families and society tripartite cooperation
This is a project in which schools, families and society form a joint educational effort. School education, family education and social education are trinity, and they should cooperate and coordinate with each other. County and township government departments should strive to create an environment conducive to music teaching in rural primary schools. Speeding up the establishment of boarding schools requires the western rural music education to increase investment and equip professional teachers. The school makes adaptive adjustment and timely counseling, so that left-behind children can feel the power of music and make up for the lack of love in their hearts compared with urban children through music. Therefore, rural primary schools with poor conditions should pay special attention to music, render the picture effect with music, and highlight the beauty of rhyme and chord. The cooperation between music education and physical education can enhance students' sense of rhythm and make students experience the harmonious beauty of music and human body when their musical mood and sports mood reach the peak at the same time. Music has a strong permeability. Strengthening the combination of music and other disciplines besides art can not only enhance students' understanding of music, but also improve students' interest and efficiency in learning other disciplines. Change the traditional customs of the school and strive to create a musical atmosphere. The school bell can be replaced by a short piece of music. Children in rural areas are lively and active, and it is difficult for students to calm down quickly after ten minutes of fighting between classes. Elegant music can soothe students' emotions and cultivate students' sentiments better than the hurried ringing. During recess, the school can also put some songs and music suitable for children to enjoy on the radio, which will not occupy other time, but also attract children's attention, reduce fighting and achieve the purpose of music edification. Develop campus art activities to create more space for students to engage in music activities. Schools can organize campus singing teams, dance teams and performance teams, so that students can participate according to their respective interests and specialties, and teachers can give regular guidance. At the same time, the school can take advantage of the holidays to carry out cultural performances and other activities inside and outside the school to encourage students to show their musical talents in front of classmates, teachers and villagers, which can not only increase the musical atmosphere on campus, but also further improve students' musical interest and level and give everyone a beautiful enjoyment.
(3) Pay attention to the cultivation of music perception and teaching methods.
The best period of perception and education is very important in music. The quality of music perception is directly related to whether students can have good music quality in the future. At present, there are many students from rural areas majoring in music education in normal universities, and their training in this field is quite weak, which is very unfavorable to their quality training. There is a saying in education that children can't lose at the starting line! Because of the particularity of age requirement in music education, we must pay attention to this training in primary school. Therefore, teachers should train from the aspects of hearing and solfeggio according to the teaching materials and the actual situation of students.
Although some rural primary schools have incomplete music teaching facilities and no modern teaching methods, they have rich curriculum resources with local characteristics. For example, excellent local folk songs and folk music can be used in appreciation teaching and rhythm training. This not only enriches the teaching methods and contents, but also stimulates students' interest in learning because it is close to students' lives.
In a word, there are still many shortcomings in rural music teaching in western China, which have a certain impact on the overall improvement of students' quality. Music education in rural primary schools must meet the needs of social development and students' all-round development. At the same time, as frontline teachers, we have a long way to go. Through the efforts of all parties, I believe that music education in rural areas in the west will achieve a qualitative leap.
References:
Lin Hu. On the present situation and countermeasures of rural education in western China [S].
[2] Wu Dandan, Cheng Yiqing. The Challenge of New Curriculum Standards to Music Teaching in Rural Primary Schools [J] Lanzhou Academic Journal.2003 (2)
Primary school music education thesis 3
Music innovation education in primary schools
Music education in primary schools is the primary stage of students' learning and plays a key role in cultivating students' innovative ability. Therefore, teachers are duty-bound to cultivate students' innovative spirit and practical ability. In music teaching, we should make great efforts to explore and seek various methods to encourage students to open their minds, seek novelty and novelty, stimulate students' innovative consciousness, and explore their potential accordingly.
Keywords music innovation education in primary schools
The teaching process is an interactive process of communication and development between teachers and students. With the deepening of the new curriculum reform, music teaching not only puts forward new requirements for students' learning concepts and learning methods, but also puts forward new expectations for teachers' educational concepts, comprehensive quality and teaching ability.
First, take students as the main body and cultivate students' innovative spirit and ability.
People's innovative ability is by no means innate, it needs to be cultivated step by step from an early age. Today's music class creates opportunities for students' ability training.
The teaching process of music class is the process of music practice, and different students' understanding and imagination of music works will be different. Teachers should create a harmonious relationship of democracy and equality according to students' age characteristics and different living environments and experiences, adopt reasonable and effective teaching methods and means flexibly and pragmatically in teaching, enhance students' confidence and courage, actively participate in teaching, stimulate learning enthusiasm and effectively realize teaching objectives. What does the new curriculum view think? Music teaching should be a process in which teachers and students experience, discover, create, express and enjoy the beauty of music together. It should be geared to all students, not to train specialized talents, and all teaching activities of music class should be student-centered. ? However, the traditional class teaching system takes classes as a unit and organizes teaching materials according to the contents stipulated in the subject syllabus, which limits students' subjective status and independence, students' exploration and creativity in learning, students' lack of communication, cooperation and hands-on opportunities. However, in traditional music teaching, our common problem is that the teacher sings? Students in monologue will lose the psychology of independent study and lose interest in music. The key to solve this problem is to establish students' dominant position. Highlight students' personality, straighten out the relationship between teachers and students in the teaching process, and change teachers' obedience. A teacher? The role of music has become the subject of music practice. Let more students participate in music activities.
Second, innovative and flexible teaching methods
Students' music foundation is uneven. What else? Tone-deaf? Who? For the teaching of such students, the teaching of music knowledge and skills is essential, but if the training of these skills is overemphasized. This will enable them to achieve innovative development on their own basis. I decided to use games to create a free, relaxed and pleasant learning atmosphere for them, so that they can not only master knowledge, but also play an innovative initiative. For example, in the course of learning rhythm arrangement, I first took out five rhythm cards and asked students to learn rhythm with the sound of the piano in the form of a competition. Then I asked five students to form a group discussion: How to discuss rhythm cards more smoothly? As soon as the voice fell, the whole class began to discuss. This time, they are very busy. Some beat the rhythm with their hands, some arranged in order, some beamed, some frowned, some applauded and looked at them seriously. I keep encouraging them. Finally, I asked the whole class to evaluate their games, learn their advantages and point out their shortcomings. Everyone is very involved in the game or observation, and their speeches are also very positive. Students have mastered the essentials and methods of rhythm arrangement in cheerful game activities, thus effectively mobilizing the enthusiasm of learning music.
Third, cultivate students' curiosity and thirst for knowledge.
Students' curiosity and thirst for knowledge are the basis of their study. ? Ask? It is the expression of children's curiosity and cognitive needs. Ask? It reflects children's concern for new things and interest in exploring mysteries. ? Question? Is the starting point of thinking? Doubt? It is the initial link of creative thinking and the mother of knowledge and creation. No questions, no answers. A good question is more valuable than a good answer. If a person is not interested in a problem, he will not have any innovation. Therefore, the responsibility of teachers is to protect and cultivate students' thirst for knowledge and curiosity by all means.
Fourthly, innovative consciousness should run through music teaching.
In the past, we paid attention to imparting knowledge and adopted indoctrination teaching, which did not allow students to have different views, imprisoned and bound students' thinking and hindered exploration and innovation. Under the guidance of new ideas, we should be willing to spend time in teaching to open the floodgates for students to dare to discover and explore, encourage students to imagine boldly and allow them to be unconventional.
For example, in the past music teaching, our common singing class was that the teacher sang one sentence and the students learned one. After a class, the teacher is tired, the students are more tired, and the students feel that dead coal is tasteless. Appreciation class is how the teacher analyzes and how the students understand. In the dance class, the students dance with the teacher. There is no room for self-thinking, let alone expressing different opinions. In the new round of curriculum reform, the core idea of the new curriculum-everything is for the development of every student. Therefore, we must give full play to students' main role, give them the initiative and give them room for thinking.
In teaching, students are encouraged to have independent feelings and opinions about the concerts they listen to, and students are allowed to imitate them, which broadens their imagination and embodies the new teaching concept of autonomy, openness and innovation.
Fifth, create situations to cultivate students' imagination.
Music is a kind of non-semantic information, and music is an abstract art with freedom, fuzziness and uncertainty. It is this characteristic that enables people to feel, express and create the beauty of music in a vast imaginary world. Creation is a field of music learning, where students' imagination and thinking potential are brought into play. It is a process and means for students to accumulate music creation experience and explore creative thinking ability. It is of great significance to cultivate innovative talents with practical ability.
Sixth, cultivate innovative consciousness. Innovation is the soul of development.
James, an American psychologist, said: The most essential need of human beings is to be affirmed. ? Therefore, teachers should strive to create conditions for students, promote supply opportunities, and give full play to the disciplinary advantages of music teaching in hearing, feeling, association, performance and creation. Make full use of the main channel of music classroom teaching and create a good teaching atmosphere.
Are you online? Is it safe? Innovation in the atmosphere. In music teaching activities, I like to sit with students and encourage them to play, conduct, lead and accompany with harmonica or clarinet. Some students are very talented in music and perform really well, so I encourage them to say: If you like, you will become a qualified music teacher in the future, and you will be better than a teacher. Some students are afraid of making a fool of themselves and dare not perform on stage, so I encourage them to say: the classroom is where mistakes are made. What's the harm in performing on stage even if it's a mistake? It's a hundred times better than those who sit below and dare not go up. Encouraged by the teacher, these timid students also began to perform on stage. After their performance, I applauded and praised them. In this way, students can study, perform, imagine, explore and innovate freely in a safe classroom atmosphere.
In short, in the teaching process, we music teachers should dare to break the shackles of traditional teaching methods and teaching forms on improving students' ability, tap and develop the most precious resources hidden in students, develop students' imagination, creativity and self-cultivation, cultivate students' participation ability, do our best and explore, pay attention to students' autonomous learning, strive to set conditions for students, make full use of the main channels of music teaching, and create a good educational environment for cultivating students' innovative ability.
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