Music has a special and important function in implementing aesthetic education. The progress of society and the development of education put forward higher requirements for music, and music education is no exception. Modern education especially needs the support of pedagogy, psychology and modern scientific and technological means. Among them, the relationship between psychology and music education is closer, and all social practices carried out by people are inseparable from psychological activities. To educate the educated, it is necessary to master the psychological development process of the educated, and adopt teaching forms and methods suitable for a certain discipline structure according to the characteristics of the psychological activities of the educated. Music education also needs to follow psychological principles, and build music education on a scientific basis according to the development process of students' musical ability and the psychological characteristics of music discipline structure. Below, I will talk about some views on music teaching and students' aesthetic psychology.
First, cultivate students' aesthetic feelings.
The generation and development of students' aesthetic feeling is caused by aesthetic objects and also restricted by students' subjective psychological factors. Students' participation in the aesthetic process is different from the general cognitive process. For example, when I was teaching Hometown of the Moon, the lyrics said that the moon in the sky was in the water and the moon in the water was in the sky. The moon here only regards it as a satellite that can revolve around the earth. This is a common cognitive process of human beings, not an aesthetic process. Only by linking the moon, hometown and relatives together, can we call it an aesthetic psychological process. In this aesthetic process, people's perception of the moon, their association with songs, relatives and hometown, and their understanding of life and family happiness are intertwined, which constitutes people's unique aesthetic experience.
Music is an art that indirectly and tortuous reflects social life by expressing people's thoughts, feelings and aesthetic feelings. Generally divided into two basic forms: vocal music and instrumental music. Music works always transform the author's understanding and feelings about social life into emotional and emotional music works. For example, when I was teaching to sing the song "China March", the first volume of the ninth grade of Jiangsu Education Press, I played the recording first. At this time, the magnificent music melody and sound effects gave the students a strong appeal, and the students unconsciously hummed along with the recording. When founding ceremony's picture appeared on the multimedia screen, the students' hearts were strongly shocked, and thunderous applause rang out in the classroom. Yes, China's brilliant achievements today are due to the blood of thousands of martyrs in Qian Qian. The motherland is great and sacred. Her majesty and nobility left a deep mark on everyone's heart. The students deepened their deep understanding of the country and the nation while singing and enjoying. Under the infiltration and infection of music, students' national pride and self-confidence have been sublimated, and they have a sense of pride in the Chinese nation from the bottom of their hearts, which is an understanding of aesthetic feelings. Instrumental music can also make students sing * * *. For example, Liu Tianhua's erhu song "Birds in the Empty Mountain" shows joy, cheerfulness and clarity, while "Two Springs Reflect on the Moon" reveals the author's indignation at the society at that time with a sad tune; The cello solo Swan depicts the beautiful image of swans strolling leisurely on the sparkling lake. The lyric melody of cello is like the singing of swan, while the exquisite arpeggio of piano is like a clear, bright and rippling lake. Students listen to this beautiful and soft music as if they were there, and the rhythm, rhythm and vividness of aesthetic objects blend with their corresponding psychological factors, thus achieving a harmonious unity.
Second, grasp the psychological training of students' aesthetic process
Music psychology is a branch of psychology, which describes and explains people's musical behavior. Music classroom teaching is the most important way of school aesthetic education, and carefully organizing music teaching activities is the fundamental guarantee to realize the teaching goal of school aesthetic education.
First of all, we should choose music works according to the age characteristics of students, and there are differences in the rhythm and range of tunes. The choice of lyrics should not only consider students' understanding ability, but also consider the ideological content of the theme. Secondly, we should pay attention to protecting students' voices in singing teaching. I teach junior high school students, who are in the period of voice change, especially students of this age. We should pay special attention to them, because they are in the stage of "voice change", that is, from children's voice to adult voice, so we should avoid letting them use their voices too much and prevent students from "singing" when teaching singing at ordinary times. Finally, treat students who can't sing correctly. When teaching singing, we often meet some students who can't sing correctly, and the sound they sing will affect the musical hearing of other students. As teachers, we should not abandon them, give them proper guidance, make the language friendly, not anxious or impetuous, not hurt students' self-esteem, and mobilize students' enthusiasm for learning as much as possible, because any irritability and indifference will increase students' sense of tension and inferiority, so we should master the temperature and scale regardless of praise or criticism. When some students have problems with intonation and rhythm, I often encourage them to say, "You sing better than in the past, and I believe you can sing very well", so that they can gain an average singing ability without discriminating against them and have no confidence in music lessons.
Third, help students master the basic knowledge and skills of music.
According to each student's different situation, we should teach students in accordance with their aptitude, such as simple musical language and common sense, knowing some national musical instruments and recognizing timbre. In class, I often let students learn some simple staff knowledge, select phrases in songs to practice their ears, train their intonation and cultivate their interest in learning songs. Besides, I can organize students to watch TV, listen to the radio and learn some simple musical instruments, such as harmonica and clarinet.
Music is the art of emotion. Music education is not only imitation, but also learning and creation. Students should create their own beautiful movements, beautiful voices, beautiful forms and beautiful melodies in music learning activities, so that students can create them in their studies. In classroom teaching, it is an important way to enrich students' feelings by stimulating their feelings about music works. According to the teaching requirements, guide students to learn the basic knowledge of music, music language and means of expression around their feelings about the artistic image of songs.
Because lyrics can predict students' psychology, students can deepen their experience of the emotional connotation of music and understand the social significance in the aesthetic practice of learning to sing songs by learning the music language, so as to better play the function of music. In addition, in the teaching of demonstration singing, teachers should accurately express the emotional color of music works. If the teacher's demonstration singing is full of emotion and infectious, then students can have a strong emotional singing.