In recent years, China's music education has shown a rapid development momentum, especially in large and medium-sized cities, the education department attaches great importance to music education, and the ordinary people also admire music art, but at the same time, we must also see that the vast rural areas are still in a backward state in this regard. Some primary and secondary schools even canceled music classes, and some primary and secondary schools ordered music textbooks and discharged music schedules. However, few teachers take music lessons seriously, and they rarely hear healthy songs that reflect children's lives and show traditional patriotism. Under the overwhelming social background of pop music and fast food culture, what students know and sing is either vulgar pop songs or all kinds of rubbish. For example, in 2007, nine junior high school students in our county sang Invisible Wings, and the song that won the prize in the "Summer Cup" singer contest for primary and secondary school students in a supermarket was Two Butterflies. Not to mention how high the artistic level of this program is, you can know whether it is suitable for primary and secondary school students by looking at the lyrics.
As a teacher engaged in music education in rural primary and secondary schools, I have conducted in-depth investigation and thinking on this, as follows:
First, the status quo of music education in rural primary and secondary schools
1. The education management department has not paid enough attention to it.
On the surface, many schools advocate the implementation of quality education, but in fact, they still grasp the "entanglement rope" of exam-oriented education, take the pursuit of enrollment rate as the only goal, and take the ranking of test scores as the only criterion to measure the quality of school education and teachers' work performance. Music and art are still not listed as examination subjects. Many teachers concentrate on "ordinary classes" in order to evaluate their professional titles for promotion and compete for rankings. They even take up music classes and take so-called ordinary classes instead. Music, fitness and beauty have become dispensable "small three doors", and they have been discriminated against, and music teachers have been neglected.
2. There is a serious shortage of music teachers.
There is a serious shortage of music teachers in rural primary and secondary schools. According to the survey, there are more than 900,000 rural primary and secondary schools in China, and there are only 6,543,800 music teachers in primary and secondary schools. Even if each school is equipped with 1 music teachers, the training speed of existing music colleges in China can only meet this demand after 60 years. Although some of the students who graduated from professional conservatories were assigned to rural areas, most of them stayed in better county or town center schools instead of teaching in rural areas. It can be seen that the lack of teachers, poor quality and uneven distribution have become the bottleneck of "developing music education".
3. Music teaching facilities are seriously inadequate.
Teaching facilities are an important guarantee for the normal development of school teaching, and also a powerful material basis for improving teaching methods and improving teaching quality. However, many rural schools are unable to invest in music teaching to improve music facilities because of their indifference to music education. Some schools don't even have an organ. As for special music classrooms, pianos, amplifier speakers and other multimedia facilities, it can only be the dream of rural music teachers. "A clever woman can't cook without rice", even if a professional music teacher tries his best, it is difficult to receive the expected teaching effect.
4. The quality of teachers is low
In order to solve the problem of lack of music teachers, the relevant departments are perfunctory, and many music teachers used are "half-way monks", with low theoretical level and poor comprehensive skills. Because of this, some schools regard music lessons as singing lessons and do not require music knowledge at all, which seriously restricts the development of school music education. According to incomplete statistics, only one third of music teachers in rural primary and secondary schools have met the basic requirements.
Second, measures to change the backward state
Faced with many problems such as shortage of teachers, neglect of leading departments, poor equipment and low teaching quality, we should take active measures to change the backward state of music education in rural primary and secondary schools.
1. Strengthen leadership and management
"The real curriculum reform must be the synchronous change of ideas and systems. What people can't do is often because they don't have power and money, but they lack advanced ideas. " Leaders at all levels, especially the person in charge of a school, should strengthen professional learning and advanced teaching concepts, and open all subjects stipulated by the Ministry of Education, especially music.
Local education administrative departments and government departments must create a good environment for the implementation of quality education.
2. Strengthen the construction of teaching staff.
To solve the shortage of music education teachers in rural primary and secondary schools, we must first strengthen the teaching staff of major music colleges in China, expand the enrollment scale of major music colleges in China, and mobilize the graduates of major music colleges to go deep into the vast rural areas after graduation. Rural schools can recruit talents with musical expertise in society and assign them to teach in primary and secondary schools after training. Full-time music teachers can be allowed to work in the form of "walking teaching". For example, if a full-time teacher in a school has insufficient workload, he can be allowed to work as a music teacher in primary and secondary schools in nearby villages, which can not only solve the teaching problem of music discipline, but also solve the problem of insufficient workload of music teachers.
3. Increase investment and improve music teaching facilities.
At present, governments at all levels should continue to increase investment in education, improve school conditions and build music classrooms. Schools with good conditions can be equipped with high-grade musical instruments and teaching AIDS, and schools with poor conditions should also be equipped with necessary musical instruments and teaching AIDS to promote the healthy development of music education.
4. Strengthen the cultivation of professional quality.
In view of the shortage of music teachers in rural areas, poor teaching facilities and many other problems, we should stabilize the ranks of music teachers, strengthen teacher training and continuously improve the comprehensive quality of music teachers. Conduct regular training for teachers who have musical hobbies and are basically qualified for music classes, and actively play the role of teachers with strong professional ability. We can adopt multi-channel training methods, strengthen the construction of music teachers, strengthen the double-base training and academic training of music teachers, and use modern educational technology to strengthen exchange and study, so as to improve teachers' teaching skills and level.
School music education in China is facing unprecedented opportunities and challenges, and rural music education has a long way to go. As an important part of the whole education, every member of society should care about and support music education, especially the relatively backward rural music education, and strive to make a big change in the face of music education in rural primary and secondary schools in a relatively short period of time, keeping pace with the music education in urban schools. Only in this way, the full implementation of quality education will not become an empty talk.