Problems and Countermeasures Thinking in Secondary School Music Education under the New Curriculum Reform

Problems and Countermeasures in Secondary School Music Education under the New Curriculum Reform

Thesis Keywords: secondary school music education; music education for senior teachers; teaching reform

Thesis Abstract: The article firstly analyzes the problems of secondary school music education under the New Curriculum Reform, and then puts forward the reform proposals from the music education for senior teachers, which is closely related to the secondary school music education, in order to seek the possible countermeasure strategies. .

At present, with the deepening of the new curriculum reform, people are more and more concerned about the effectiveness of the new curriculum reform in the end? This article is based on the author's experience with student internships, the current secondary school music education issues for a re-examination, and accordingly, from the secondary school music education directly related to the music education of teachers to put forward some reform proposals, in order to seek possible coping strategies.

I. Problems in secondary school music education under the new curriculum reform

(a) Many educational administrations and schools still pay insufficient attention to music education

As they are still influenced by exam-oriented education, music classes are regarded as ?

As a result of the influence of exam-oriented education, music lessons are regarded as a secondary subject. Some better schools, music courses are also open, but the phenomenon of crowding is serious.

(b) A significant portion of the music teacher's business level and teaching ability is not high, the lack of teacher resources

? China's junior high school music teachers 67,000 people, the qualification rate of 55%? There are many schools do not have a full-time music teacher, and at the same time due to the secondary school on the music class is not enough attention, music teacher treatment is not good, and not willing to go to a secondary school teacher, which makes the secondary school music teacher talent scarcity.

(iii)? A specialized multi-functional type? Lack of comprehensive music teachers

A part of the music teachers on the music class is singing class, its accompaniment is a single chord accompaniment, so that the style of the repertoire of the flavor of a sweep. The music teachers are not able to sing, they can't play, and if they do, they can't sing correctly. These music teachers can only do some of the most basic teaching singing and basic music theory, as for music appreciation, their understanding of the work is not yet thorough, and even more unable to teach students. The relevant questionnaire survey shows that 84% of the students believe that they want their teachers to be able to sing in the classroom, emotionally well handled; 74% of the students hope that the teacher in addition to play a good piano, but also know one or two other musical instruments, can be accompanied by a good, able to play and sing, can command the students to deal with the song, 82% of the students can appreciate the teacher's beautiful dance, and hope that the teacher can be choreographed for the students to simple dance. And in fact, the current music teacher is unable to meet these requirements of the students, ? A multi-talented type? The first time I saw this, it was a very good thing that I was able to get a good deal on my own," he said.

(4) unscientific teaching methods and modes

In the teaching process, the student's main position was neglected, and the students were not able to learn from each other. The first is to make sure that you have a good understanding of the subject matter of the lesson.

In the teaching process, the students' main position is neglected. Education teaching mode is still serious. Can not fully mobilize the students' initiative and interest in music. Some teachers even still to cultivate one or two high school students and complacent. Some teachers even measure the level of teachers only by whether they can participate in local cultural performances. Of course, most of the above refers to the situation in backward areas such as rural areas. Although it is some rural areas, but still can not be ignored, this and 80% of our country is the characteristics of the rural decision. Only by solving the problems of these areas, especially what seems to be the most basic problems, the new curriculum reform can be said to have made progress.

Second, the countermeasures to think

It can not be denied that some of the problems can not be solved by our general researchers. For example, some leaders do not pay attention to the problem and so on. The author only on the cultivation of secondary school music teachers closely related to the curriculum of music education in higher education to talk about a little bit of opinion, in order to indirectly from a certain level to change the secondary school music education. The current situation.

Among the many reasons leading to the above phenomenon, the irrational structure of the curriculum of music education for senior teachers, the disconnection with secondary school music education, and the disconnection with the cultivation goal of music education for senior teachers are the main reasons. Therefore, the reform of music curriculum for senior teachers should be strengthened in time.

The content of the courses offered by the music education majors of higher teachers should include:

1. Music feeling and appreciation, such as basic music theory, Chinese and foreign music history, folk music appreciation and other courses.

2. Basic skills and techniques, performance, to open the sight-singing and ear-training courses, so that students have a better ability to read and listen to the score and discernment. In addition, students in the study of piano, voice, improvisation accompaniment, dance, conducting at the same time elective more than two Chinese and foreign orchestral instruments, in the piano must be 2 years on the basis of the accordion. Some schools are not good conditions, no piano, sometimes performance rehearsal piano is not as convenient as the accordion to carry, the value of the accordion at this time is reflected. At the same time should also strengthen the self-singing this important skill training.

3. In terms of music creation, senior teachers can open such as song composition, polyphony, composition, work analysis, orchestration and other courses.

4. Pay attention to the internal and external synthesis of music and related cultures and disciplines. In secondary school music education, school comprehensive embodied more and more obvious, which requires the curriculum and teaching content of the senior teacher must make corresponding changes, requiring students to master the basic skills of the profession at the same time elective courses such as art appreciation, dance appreciation, theater opera appreciation, film and television culture appreciation, pay attention to music and humanities and social sciences, history, society, nature, and the synthesis. Enhancement? Three Characters and One Word s training.

5. Music pedagogy, ? Secondary school teaching materials teaching method? , music pedagogy, music pedagogy and other important application of the course, is as a music educator must master. In the current secondary school, there are often some music teachers piano played at a very high level, but teach students but do not know where to start teaching, singing is good, but can not hear the students singing problems, hear out also do not know how to correct some errors. This requires that the high school music education majors to open ? Teaching method of secondary school teaching materials? The teaching method of secondary school textbook, the teaching method of piano, and the teaching method of piano. Piano teaching method? The teaching method of piano Vocal pedagogy and other important applied courses. To strengthen the importance of these courses, we will familiarize students with secondary school music teaching materials as early as possible by offering some courses on? The content of music teaching in secondary schools will be familiarized as early as possible. The courses should be organized to familiarize students with the content of secondary school music teaching materials as early as possible. At the same time, it should strengthen the cultivation of educational practice ability, classroom practical ability.

6. Modern multimedia teaching is also the basic skills necessary for higher education students: modern multimedia teaching can stimulate and enhance the students' interest in learning, effectively mobilize their learning subjective initiative, so that the classroom has become more vivid image and interesting. Simple projection as well as courseware to save a lot of trouble on the board, thus reducing 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 teaching resources with the cost of expenses!

7. Higher teacher music education majors on national music education, local music culture is far from enough, higher teacher music education should be regarded as promoting national music culture, revitalize the national music education, improve the proportion of national music, local culture in the higher teacher music teaching. To open courses such as Chinese folk music, folk music appreciation, Chinese music history, folk music theory, folk dance, folk instrumental music.

Obviously, the problems that exist cannot hide the achievements of music education in Chinese secondary schools. However, we really should also clearly see in the examination-based education to quality education to transform this opportunity and challenges co-exist in the environment, secondary school music education in some areas still exist in some urgent need to solve the basic problems. At the same time, when considering the connection between music education of senior teachers and secondary school music education, 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, the policy towards the grassroots.

References

［1］Wang Zhan "in-depth implementation of the spirit of the National Church, to create a new situation of school art education" [J] China Music Education, 2000 (02).

[2] Wang Yaohua "primary and secondary music education development and the reform of music education for teachers" [J]. Music Research, 2002(01).

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