First, the problems in high school music teaching

Although most middle schools in China have implemented the new curriculum reform, due to the constraints of traditional music classroom teaching, many middle school music teaching is in the transitional stage from traditional education to quality education. In this process, there are many problems in high school music teaching. Generally speaking, there are the following:

1. The goal of high school music teaching is unclear.

At present, high school music teaching lacks specific teaching objectives. Some schools have teaching objectives, but the objectives are not clear enough. Under the background of new curriculum reform, the goal of high school music teaching is to improve students' aesthetic ability and appreciation ability. In music teaching, most high schools don't use music textbooks, and many teachers choose a couple of simple songs from pop music to teach their students. In this way, students only learned to sing a song, but did not improve their ability to appreciate music.

2. High school music teaching is single.

At present, high school music teaching still adopts the traditional music teaching method. Teachers only instill pure music knowledge into students, and the teaching form is single. Students are in a passive learning state, just taking notes blindly, and students have no chance to practice. Although I was confused about the problems in music teaching, I didn't ask the teacher in time, because music was not a compulsory subject in the college entrance examination. This teaching method makes the original vivid music teaching abstract, and over time, students lose interest in learning music.

3. High school music teaching lacks reasonable evaluation methods.

In order to stimulate students' enthusiasm for learning music, teachers must adopt reasonable evaluation methods. At present, although high school music teaching is included in the test scores, it is not included in the college entrance examination subjects. Therefore, many students think that they only need to pass the music grade, and they have not made efforts to improve their music appreciation and aesthetic ability. Even some senior high school teachers think that music teaching in senior high school is not an examination subject in the college entrance examination, and there is no need to "embarrass" students in the usual assessment. This kind of examination thinking is not conducive to improving students' aesthetic ability and appreciation ability.

Second, the new curriculum reform in the context of high school music teaching methods

To do a good job in high school music teaching under the background of new curriculum reform, high school music teachers must fully tap teaching resources and use various teaching methods on the basis of rich teaching resources. In addition, the school should also reform the existing music classroom teaching evaluation methods, and pay attention to cultivating students' practical ability and aesthetic ability in the teaching process.

1. Fully tap music teaching resources

Now middle school classrooms are equipped with multimedia equipment, and teachers can actively use Internet resources to collect teaching materials and enrich teaching content. In addition, many middle school music classrooms are equipped with various musical instruments, and schools can arrange music courses related to these instruments appropriately to ensure that students can use the musical instruments equipped by schools. In addition, teachers can also organize students to participate in extracurricular activities related to music, tap students' musical potential, and improve students' practical ability and appreciation ability.

2. Adopt diversified teaching methods

Traditional music teaching ignores the communication between teachers and students, and teachers can't clearly understand students' learning level. Therefore, in the process of music curriculum reform, teachers should pay attention to strengthening teacher-student communication and enhancing teacher-student interaction. For example, when teaching the traditional Peking Opera "The Red Lantern", the author first tells the students the story background of "The Red Lantern" to arouse their interest in learning, and then plays the classic fragments of "The Red Lantern" to feel the indomitable spirit of the Chinese nation with the students, and then guides the students to analyze the language characteristics of each character. Then, the teacher talks about the main points and skills of singing, and organizes students to play roles or arrange plays.

3. Optimize the teaching evaluation mode

In the process of high school music teaching reform, music course teaching evaluation should be the focus of the reform. Teachers should not only pay attention to the examination of written test scores, but also pay attention to cultivating students' practical ability. In addition, in the evaluation process, teachers should also include students' classroom performance and personal level in the total score.

Third, the conclusion

Under the background of new curriculum reform, high school music classroom teaching should fully tap the school's teaching resources, adopt diversified teaching methods and use incentive evaluation means to improve students' music skills and appreciation ability, improve teaching efficiency and ensure teaching quality.

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