Paper Keywords: middle school music education; Music education in normal universities; reform in education
This paper first analyzes the problems existing in middle school music education under the new curriculum reform, and then puts forward reform suggestions from music education in normal universities closely related to middle school music education, in order to seek possible coping strategies.
At present, with the deepening of the new curriculum reform, people pay more and more attention to the effectiveness of the new curriculum reform. Based on the author's and students' practical experience, this paper re-examines the problems existing in current middle school music education, and accordingly puts forward some reform suggestions from music education in normal universities directly related to middle school music education, so as to seek possible coping strategies.
First, the new curriculum reform in middle school music education problems
(A) Many educational administrative departments and schools still pay insufficient attention to music education.
Due to the influence of exam-oriented education, music class is regarded as? Minor? Some schools don't offer music classes. Slightly better schools also offer music courses, but the phenomenon of crowding out is serious.
(B) A considerable number of music teachers have low professional level and teaching ability, and lack of teacher resources.
? There are 67,000 junior high school music teachers in China, with a pass rate of 55%? Most music teachers' lesson preparation, to be exact, is the process of copying teachers' reference books. The whole teaching process lacks innovation, the class is not flexible enough, and it is limited to book knowledge. Many schools do not have full-time music teachers. At the same time, due to the lack of attention to music lessons in middle schools, music teachers are not well paid and unwilling to be middle school teachers, which makes middle school music teachers lack talents.
(3)? Multifunctional? Lack of comprehensive music teachers
Some music teachers take singing lessons, and the accompaniment is single chord accompaniment, which makes the style and charm of the tracks swept away. Playing and singing is also a weak link. You can't play when you sing. If you play, you sing wrong. These music teachers can only do some basic singing and basic music theory teaching. As for music appreciation, their understanding of the works is not thorough, let alone the teaching students. According to the relevant questionnaire survey, 84% of the students think that they want the teacher to sing in class and handle their feelings well. 74% students hope that the teacher can not only play the piano well, but also play one or two other musical instruments, can accompany them well, can play and sing by himself, and can command students to handle songs well. 82% students can appreciate the teacher's beautiful dance, and hope the teacher can arrange simple dances for the students. In fact, today's music teachers can't meet these requirements of students. Multifunctional? Comprehensive music teachers are very scarce.
(D) unscientific teaching methods and models
In the process of teaching, students' dominant position is ignored. Cram for the last minute, accept? The mode of education and teaching is still serious. Can not fully mobilize students' initiative and interest in music. Some teachers are still complacent about training one or two college entrance examination students. Some teachers even measure their level only by whether they can participate in local cultural performances. Of course, most of what I said above refers to the situation in backward areas such as rural areas. Although it is rural, it can't be ignored, because 80% of China is rural. Only by solving these problems, especially the most basic ones, can the new curriculum reform be said to have made progress.
Second, the countermeasures
Undeniably, some problems can't be solved by our ordinary researchers. For example, some leaders do not pay attention to the problem. The author only talks about the curriculum of music education in normal universities, which is closely related to the training of music teachers in middle schools, thus indirectly changing the present situation of music education in middle schools to a certain extent.
Among the many reasons leading to the above phenomenon, the unreasonable curriculum structure of music education in normal universities is the main reason, which is out of touch with the training objectives of music education in middle schools and normal universities. Therefore, we should strengthen the reform of music curriculum in normal universities in time.
The contents of courses offered by music education majors in normal universities should include:
1. Music experience and appreciation, such as basic music theory, Chinese and foreign music history, folk music appreciation and other courses.
2. Basic skills and skills, playing, offering solfeggio and ear training courses to enable students to have better reading and listening skills. In addition, students learn piano, vocal music, improvisation, dancing and conducting well, and at the same time take more than two Chinese and foreign stringed instruments, and take additional accordion courses on the basis of two-year compulsory piano lessons. Some schools have poor conditions and no pianos. Sometimes the piano used for rehearsal is not as convenient to carry as the accordion. At this time, the value of the accordion is reflected. At the same time, we should also strengthen the training of this important skill.
3. In terms of music creation, normal colleges can offer courses such as song practice, polyphony, musical form, composition analysis and orchestration.
4. Pay attention to the internal and external integration of music with related cultures and disciplines. In middle school music education, the comprehensiveness of the school is becoming more and more obvious, which requires that the curriculum and teaching content of normal universities must be changed accordingly. Students are required to take some courses such as art appreciation, dance appreciation, drama appreciation and film and television culture appreciation while mastering the basic skills of this major, and pay attention to the integration of music with humanities and social sciences, history, society and nature. Strengthen? Three words, one word? Training.
5. Music teaching method? Middle school textbooks and teaching methods? Music pedagogy, music teaching theory and other important applied courses must be mastered by music educators. At present, in middle schools, there are often some music teachers who play the piano very well, but they don't know where to start teaching students. They sang well, but they didn't realize the students' singing skills, and they didn't know how to correct some mistakes when they heard them. This requires teachers' colleges to offer music education majors? Middle school textbooks and teaching methods? 、? Piano teaching method? 、? Vocal music teaching method? And so on important application courses. Pay more attention to these courses, take middle school music textbooks as the content, let students get familiar with middle school music textbooks as soon as possible, and set up some? What is the content of music teaching in middle schools? Give lectures. At the same time, it is necessary to strengthen the cultivation of educational practice ability and classroom practical operation ability.
6. Modern multimedia teaching is also a basic skill of normal college students: modern multimedia teaching can stimulate and improve students' interest in learning, effectively mobilize students' subjective initiative in learning, and make the classroom more lively and interesting. Simple projection and courseware save a lot of troublesome blackboard writing and reduce the burden on teachers and students. At the same time, you can get a lot of learning materials and audio-visual resources from the internet, thus saving the cost of teaching resources!
7. Music education majors in normal universities pay far less attention to national music education and local music culture. Music education in normal universities should carry forward national music culture, revitalize national music education and increase the proportion of national music and local culture in music teaching in normal universities. Courses such as Chinese folk music, national music appreciation, China music history, national music theory, national dance and national instrumental music should be offered.
Obviously, the existing problems can't hide the achievements of music education in middle schools in China. However, we should be soberly aware that there are still some basic problems to be solved urgently in middle school music education in some areas under the environment where opportunities and challenges coexist in the transition from exam-oriented education to quality education. At the same time, when considering the connection between music education in normal universities and middle schools, we should not only consider the connection with advanced areas, but also consider how to connect music education in rural areas. Only in this way can the theory be put into practice and the policy go deep into the grassroots.
refer to
[1] Wang Zhan "thoroughly implements the spirit of the whole church and creates a new situation in school art education" [J] China Music Education, 2000 (02).
[2] Wang Yaohua's "Music Education Development in Primary and Secondary Schools and Music Education Reform in Normal Universities" [J]. Music Studies, 2002 (0 1).
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