In the usual study and work, everyone will inevitably come into contact with the paper. With the help of papers, we can discuss problems and conduct academic research. Still at a loss for the paper? The following is my carefully arranged paper on the problems and countermeasures of music teaching in ordinary high schools, hoping to help everyone.
Problems and countermeasures in music teaching in senior high schools;
High school music is one of the compulsory courses in the basic education stage of high school. The educational value of music class lies in stimulating students' creativity and improving their humanistic quality. With the advancement of the new curriculum reform, the traditional music course teaching methods can hardly meet the actual needs of students, which is not conducive to the improvement of students' grades. High school music teachers should attach importance to classroom practice according to actual needs, find problems in teaching and take targeted measures to intervene in order to improve teaching efficiency.
Key words:
High school music; Music teaching; Problems; Countermeasures
With the advancement of the new curriculum reform, the idea of improving students' comprehensive quality is deeply rooted in the hearts of the people. As far as music teaching in ordinary senior high schools is concerned, great progress has been made from scratch and from standardization to standardization. However, on the whole, there are still many problems in high school music teaching. The causes of these problems are very complicated and cannot be solved by individual efforts. Schools, teachers, students and society need to work together to find out the crux of the problem and solve it one by one.
First, high school music teaching problems and reasons
1. Teaching concept
The development of high school music curriculum in China is short, and the importance of music teaching to students' development has not been realized for a long time, and the cultivation of students' aesthetic ability has not been paid attention to. This phenomenon not only appears in schools, but also in families and all walks of life. Influenced by the concept of exam-oriented education, music courses have been almost replaced by other courses since junior high school. Students and parents simply regard music education as the decoration of high school teaching. Although there are fixed courses every semester, it is difficult to improve students' aesthetic ability. Moreover, because the school believes that music courses are not directly helpful to students' further studies, and the short-term benefits are not obvious, the courses are only set up to cope with the inspection of relevant departments. The course only teaches students to sing, and many students don't even understand the basic course. Many students are not familiar with the "doremifasollasi" corresponding to "1234567", let alone the staff.
2. Infrastructure issues
The problems of high school music teaching infrastructure mainly exist in music teaching materials and music facilities. As far as music textbooks are concerned, the universal appreciation value is low, which makes it difficult to improve students' aesthetic evaluation. Many teaching materials are easy to understand, which are not much different from the vocal music foundation of primary schools, and students' interest is not high; Poor teaching facilities are also a common phenomenon. Equipment is of great value to teaching, but due to the lack of funds and teaching equipment, some schools don't even have professional music classrooms, which has a great impact on teaching quality.
3. Teachers' problems
Most high schools are equipped with music teachers, but the overall quality of teachers is uneven, and the teaching quality can not be guaranteed. Many teachers fail to keep up with the pace of new curriculum reform, and still follow the traditional teaching methods, which leads to students' weak subjective initiative, and the old and inflexible teaching methods make students lose interest in music courses. In the teaching process, teachers should pay more attention to stimulating students' interest and help students improve their aesthetic level by appreciating excellent music works to meet the needs of social development.
4. Students' own problems
The uneven quality of students' music is also an important reason for the low quality of music lessons. Influenced by the music courses in primary schools and junior high schools, some students have high music quality, but most students have not received systematic music course teaching under the pressure of entering higher schools. There are still some students who think that music courses are not directly related to the college entrance examination, so it is difficult to really improve their learning enthusiasm.
Second, in view of the problems existing in music teaching in senior high schools, measures should be taken.
1. Change your thinking and understanding.
Although music is not a compulsory course in college entrance examination, it is a very important part in the whole vocational teaching activities in senior high school. Therefore, students, teachers and school leaders should pay more attention to music teaching. First of all, for schools, it is necessary to implement the principles of music teaching, ensure that music classes can be set up normally, and ensure that students can fully contact with high-quality music works; Secondly, choosing a professional teacher requires teachers to take every class seriously so that students can gain something in class; We should also do a good job in students' ideological work. Although the short-term benefit of music course is not high, it can improve students' aesthetic level and better adapt to the social development trend.
2. Integrate real feelings into music courses.
Music is a unique art, which is about beauty. To understand the meaning contained in music works, we need not only the teacher's teaching, but also the emotional input. Teachers and students should take music as a special emotional expression and integrate personal thoughts and feelings in the process of teaching and attending classes. So as to deeply understand the feelings that the author wants to express.
3. Strengthen curriculum practice
Although music is not a compulsory subject in the college entrance examination, it is not a simple course. On the contrary, it is difficult for students to learn this course well. Only by stimulating students' learning motivation can the teaching quality be improved. For young high school students, music is an attractive course, and students' low enthusiasm has a great relationship with teachers' backward teaching methods. Teachers should strengthen the practicality of the course and let students interact with music. In the classroom, let students participate in the discussion, or teach the course in different forms, so that students can express their feelings about music, so as to achieve a more ideal course effect.
Third, the conclusion
There are many problems in music courses in China, and the reasons for these problems are very complicated. In the future music course teaching, we should further realize the importance of music to senior high school students. Music can not only improve personal accomplishment, but also be an important way for students to relax and vent in intense study. Schools, teachers, students and society should change their ideas, optimize and adjust teaching methods, and put real emotions into curriculum teaching in order to obtain higher curriculum benefits.
References:
[1] Apollo. Research on Common Problems and Countermeasures in Music Classroom Teaching in Senior High School [J]. Urban Family Education (the second half), 20 14(4):259-259.
[2] Miao Lijun. Don't cover your eyes for floating clouds, turn into spring mud to protect flowers —— Some thoughts on music appreciation teaching in senior high school [J]. China Music Education, 2014 (4):12-15.
Problems and Countermeasures in Music Teaching in Ordinary Senior High Schools 2 Abstract:
Under the background of the new curriculum reform, high school music teaching has been paid more and more attention. In the traditional teaching mode, high school music is not regarded as the main course and has never been taken seriously. Music, as an art course, can not only improve students' noble moral sentiments, but also relieve students' learning pressure. At present, there are still some problems in high school music teaching in all aspects, so it is necessary to further clarify the teaching objectives and cultivate students' quality. Improve students' interest in learning and turn passive into active; Strengthen communication between teachers and students and update teaching methods.
Key words:
High school music teaching; There is a problem; solution
High school can be said to be a turning point for students, with heavy learning tasks and great pressure. Many people think that it is a waste of students' time to offer music lessons in high schools, but for students with such great pressure, music lessons are a good psychological lesson. When the study pressure is too great, music lessons can be interspersed in the study, which can reduce the study pressure of students. However, due to the long-term influence of traditional ideas, the teaching mode of high school music class has not changed much, and there are still substantial problems.
First, the problems in high school music teaching
(A) blind teaching, the goal is not clear
Music is not taken part in the college entrance examination, so it is not valued. Therefore, schools and teachers do not make special plans for music teaching, but only follow the traditional teaching mode, and there are few arrangements for music classes. Even when other main courses need to be taught, music lessons can be given to other subjects, ignoring students' feelings and the importance of music to students in every high school period and quality education. The teaching purpose conflicts with the actual teaching and is far from the goal of the new curriculum reform.
(B) Students' enthusiasm for music lessons is not high.
Because music is not a subject of college entrance examination, and influenced by traditional teaching concepts, music is not a subject of usual examination. Generally, students only pay attention to the subjects tested in the exam, and are not interested in learning music lessons, let alone actively appreciate and appreciate music. In high school, there are some special students who study music. In their minds, most of them are forced to study in order to enter the university.
(C) ignoring the nature of music
The essence of music is to give people a higher cultivation and spiritual support, but most teachers now like to teach students some dances in music classes, but they don't do substantive music teaching, so students' cultivation and accomplishment in music can't be well improved [1].
(d) The teaching form is simple and the teaching equipment needs to be updated.
For students, they can only passively accept or not attend classes at all, and engage in some other small moves in class, which is very inefficient in teaching. On the other hand, most high school teaching equipment has many shortcomings, which can't meet the requirements of students at all. In many places, high school is just a piano, and there is nothing new in music class except listening to the teacher sing the songs in the book. Sometimes the teacher simply talks about the main points of knowledge, and the rest is self-study time.
Second, high school music teaching solutions
(A clear teaching objectives, as a quality training.
The importance of music lessons to contemporary high school students cannot be underestimated, and schools and teachers must attach importance to it. If schools and teachers want to change the influence of traditional teaching concepts in the past, they can't reduce music classes or give them to other disciplines at will, but they have to offer music classes. They should actively respond to the requirements of the new curriculum reform, attach importance to students' quality education and open teaching, so that students can truly feel the heartfelt happiness of music and the beauty it brings to people's lives [2]. For example, if a music class is held every week, the 45-minute class can be divided into two parts, the first 20 minutes is appreciation and the last 20 minutes is theory teaching. Before the appreciation class, organize students to summarize the music they want to listen to, choose more classic music to listen to, and tell relevant knowledge. For the remaining 5 minutes, let students express their inner feelings, so as to cultivate students' good sense of music and sentiment and lay the foundation for quality improvement.
(B) improve interest in learning, change passive to active.
It is said that interest is the best teacher, so teachers always study every music lesson according to students' interests. As multimedia enters the school classroom, it brings great convenience to teachers and students. Teachers can use multimedia to play some extracurricular musicals or pop songs related to textbook knowledge, or organize students to sing. These methods can not only improve students' interest in learning, but also change passive learning into active learning, thus achieving the real teaching purpose. For example, in the classroom, teachers can organize students to hold music singing competitions, choose the music that students are best at, judge among the students, choose the favorite song of the students by secret ballot, and then organize students to learn this song, so that students are willing and actively involved in music teaching.
(C) to strengthen exchanges between teachers and students, to stimulate students' love of music.
Communication between teachers and students is essential at all times. Only effective communication can help students learn music better. Teachers should encourage students to gradually fall in love with music and understand its essence. In actual teaching, teachers should communicate with students more and set corresponding questions for students, for example, which song and lyrics do you like? Discuss and interact with students more, and good communication can make students more relaxed in music learning.
(D) update teaching methods to improve students' comprehensive quality.
The traditional teaching mode has fallen behind the times. In order to improve teaching quality and strengthen students' comprehensive quality education, we must change music teaching methods, make rational use of teaching equipment and resources, express teaching contents vividly, improve students' musical accomplishment and cultivate their aesthetic consciousness. Teachers should design teaching contents in a planned way, design teaching plans around students' interests, and truly take students as the center. At the same time, we should be good at using modern technology to teach, download or make some teaching courseware through computer network, give students a new enjoyment visually, or show students some music short films and stories through multimedia [3].
Third, the conclusion
The atmosphere in the music classroom is relaxed and pleasant. Music education in senior high school is a basic education with specific educational significance. It can better reflect the essence of education, mainly focusing on "educating people". Music teaching in senior high school is extremely important, and it is not enough to rely solely on the efforts of teachers. Students, schools and society need to make corresponding efforts to change the traditional teaching methods and improve the enthusiasm of learning. The society needs to pay attention to the importance of music teaching in senior high schools. Only in this way can high school music be valued, a series of problems can be solved, the quality of high school music teaching can be improved, and the content of new curriculum reform can be fundamentally implemented.
[References]
Timely. Research on the content and teaching of high school music appreciation teaching materials based on humanistic teaching concept [D]. Northeast Normal University, 20 17.
[2] Yu. Problems and countermeasures in the teaching of "dance module" in high school music courses in China [J]. Observation, 2016,06:137-138.
[3] He Xiaolin. Problems and countermeasures of music appreciation in Wuhai senior high schools under the background of new curriculum reform [D]. Inner Mongolia Normal University, 20 13.
Problems and countermeasures in music teaching in senior high schools;
In recent years, the quality of music talents in China has gradually declined, and students and parents do not attach importance to high school music education. Music is an important content of quality education at present, which plays a great guiding role in cultivating students' sentiment and cultivating their good moral quality. This paper focuses on the problems existing in high school music teaching and puts forward countermeasures, hoping to provide reference for high school music educators and promote the development of national music field.
Key words:
High school music; Teaching problems; Countermeasures
With the arrival of the 2 1 century, the population has increased, the employment pressure has increased, and there are fewer and fewer talents with high musical literacy that the society craves, which cannot meet people's daily needs, making people empty and bored, greatly weakening people's interest in entertainment and not conducive to people's release of pressure. Therefore, the breakthrough of high school music teaching is particularly important. At present, the music teaching methods in senior high schools in China still follow the handed down method, with few innovations and practical points, mainly focusing on theoretical teaching. The music talents trained by this mode lack practical ability, which is far from the original teaching goal. It can not only deliver the needed talents to the society, but also promote the development of China's music industry. The following is to elaborate and analyze the problems existing in high school music teaching.
First, the problems in high school music teaching
At present, there are some outstanding problems in high school music teaching, which are mainly manifested in the degree of attention of students, the practicality of courses and the quality of teachers. The existence of these problems seriously restricts the quality and effect of high school music teaching. Therefore, it is particularly important to clarify these issues.
(A) high school students generally do not attach importance to it.
At present, a huge problem in China's education is that the cultivation of students' moral education level is extremely neglected. Most students are in a state of coping with music lessons, and teachers of other courses often seize music lessons to make up cultural lessons for students. The atmosphere of neglecting music courses in high schools makes it difficult for students to spend time and energy on music courses, and even the basic contents of music courses are difficult to be actively carried out in high schools, which seriously affects the improvement of music quality education for students in China and is not conducive to the balanced development of education in China.
(B) the curriculum is not practical
At present, most music courses in senior high schools in China only set up theoretical learning courses, and the teaching scheme is more popular and unattractive to students. The course is also theoretical and lacks practical guidance. While attaching importance to basic teaching, schools should pay attention to cultivating students' interest in music, combine interest with practice, fully expand the teaching content, let students fully understand the application direction of music field, cultivate their own musical basic ability and practical application ability in their favorite direction and field, and improve students' musical literacy. In addition, the school can invite outstanding music talents to give practical lectures and carry out different teaching practice courses, which will bring students more different learning experiences and expand their thinking.
(C) The basic quality of high school music teachers needs to be improved
Through some previous surveys, we can know that most teachers do not pay attention to the combination of music knowledge and practical training, which leads to low teaching quality, slow acceptance of students and serious disconnection between knowledge and practical application. Most students don't even know how to use their music knowledge. In view of this situation, it is necessary to further strengthen the improvement of teachers' own teaching ability and professional quality, carry out teacher training courses, timely understand the characteristics of talents in need, and add music themes that students are interested in or concerned about in the courses to help stimulate students' interest, make the classroom more vivid and the teaching content more distinctive. In addition, the school can invite musicians who have made achievements in the field of music to give lectures to improve the professional level of teachers.
Second, measures to improve the level of high school music teaching
(A) increase classroom practice, improve students' interest in learning music.
In music teaching class, teachers can insert activities, and teachers can also participate in them, such as music appreciation, musical instrument performance learning, music background knowledge learning, etc., which can stimulate students' love for music. In addition, teachers can also insert mind maps and multimedia images and pictures in teaching. It is difficult for monotonous book teaching to guide students to fully understand music. Teachers can use information technology to obtain rich video materials, such as animation and audio, to develop students' musical potential, so that students can devote themselves to music courses and improve their musical literacy.
(B) to build a high-level team of music teachers.
The purpose of setting up music quality education teachers is to form a good music learning atmosphere in schools and let everyone pay full attention to music education. Music teachers in the teaching staff should pay attention to students' different interests, combine music education with practical activities, and use it while learning, so that knowledge can be accepted and mastered by students more quickly, so that students can experience the charm of music personally and explore the deep spiritual nutrients in the music field. Teachers' music inspiration activities can also be carried out regularly in the ranks of music quality education teachers, such as inviting senior musicians to give lectures at school, conducting teaching training within teachers, improving the professional quality of music teachers and the overall quality of the team, and regularly letting teachers receive music edification, such as organizing teachers to listen to musicals, going to music art schools or music theaters to feel the artistic atmosphere. Teachers can convey this feeling to students through teaching, thus stimulating students' yearning for music.
(C) Enrich the content of high school music education
Music teaching can set the theme and form according to students' hobbies, and it also needs to constantly change the teaching plan to cater to students' appetite, so that students can devote themselves to classroom learning and inspire students to think about music. The following two aspects can be used for reference: first, teachers can carry out music teaching evaluation activities, get students' evaluation and suggestions on the course, fully understand students' needs and preferences, and design teaching programs that students like. Second; Teachers can use QQ group and WeChat group to create a communication platform, which is conducive to the communication between teachers and students, help teachers understand the music topics that students usually like, collect cutting-edge information in all aspects, and then further expand these topics into activity themes that can affect students' correct thinking and develop specific thinking patterns, thus improving the richness and effectiveness of music classroom content.
Third, the conclusion
Nowadays, the phenomenon of low quality of music talents is becoming more and more common, and it is necessary to constantly change the methods of music teaching mode and improve the teaching quality. This is a problem that high school music education must attach great importance to and a goal that must be achieved. To achieve this goal, it is inseparable from the reform of high school music education. The important task of reform falls directly on the senior high school music teachers, who need to keep up with the new music styles and trends, keep pace with the times and make corresponding changes. In addition, high school music education needs to change the traditional music education mode, actively introduce innovative teaching ideas, stimulate students' interest in learning music, broaden teaching ideas, enrich teaching content, actively carry out teaching evaluation, customize teaching programs according to students' needs, truly integrate music education into high school quality education, improve students' music literacy and practical ability, and combine music theoretical knowledge with applied teaching to diversify music classroom forms. The profundity and extensiveness of rich content will help students deeply understand the charm of music, help students develop morally, intellectually, physically and aesthetically, and promote the cultivation of musical talents and the rapid development of music industry in China.
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