Differences between the old and new curriculum standards of primary school music

Comparison between Music Curriculum Standards and Music Teaching Syllabus

First, the nature of the curriculum and changes in values

In the past, the guiding ideology of syllabus was based on subject knowledge and formulated according to subject system. It mainly arranges teaching contents according to the logical relationship of disciplines, which is the basis of teachers' teaching. The contents of the syllabus are divided into singing, singing tour (primary school), instrumental music, appreciation, reading music and solfeggio (middle school is the basic music theory and solfeggio), and different grades put forward different requirements for these parts. Each part has a relatively clear system, and the requirements for knowledge and skills are basically the same as those for training music professionals, but the logical relationship is the same. The difficulty and emphasis of teaching are in the system of knowledge and skills, and the focus is on the development of the subject system, regardless of the requirements of students. This is a plan to train professionals. For example, in the music syllabus of nine-year compulsory full-time primary school, the requirements for students in grades three to five in singing are as follows: ① Learn to breathe slowly and slowly; Learn to sing with respiratory support. (2) Learn Legato singing and tonality singing. (3) Learn simple rotation and two-part chorus to achieve accurate pitch and rhythm, and gradually achieve sound harmony and balance. It can be seen from these three articles that the requirements are completely professional and conform to professional education. For example, "slow breathing, slow breathing; Support singing with breath, etc. Professional music education is also required in this way, but the required depth is different, but its structure and system are the same. These are just a few examples, and there are many similar professional requirements. The syllabus requires this, so it is logical for music teachers to carry out teaching activities according to the syllabus. It can be said that the syllabus used now is written according to the knowledge system of music discipline. The first consideration is how perfect and developed this subject is for students, but it ignores how much students can develop in music, which is divorced from the reality of students. In other words, the music deduced from the syllabus is an "elite culture", which only pays attention to the scientific and developmental nature of the subject itself.

Curriculum standards were born in the wave of national basic education curriculum reform. It is an open development model with distinctive characteristics of the times and scientificity. Based on students' learning experience, the subject content is determined according to the development of students' psychological structure. Taking students' learning as the center and learning experience as the carrier, music learning is closely linked with the emotional experience of students' life and social development. The first consideration of curriculum standards is no longer the development of the subject itself, but the development of students, so that students can enjoy the fun brought by music through learning, thus stimulating their creativity. It broke through the discipline system, turned from the discipline system to the academic field, and cultivated the high comprehensive quality needed by Purple Century. Ordinary citizens with basic literacy and ability to adapt to the development of modern society, rather than professionals performing on the stage. It also reflects "the task of music education is not to train musicians, but to train people"-Suhomlinski's educational thought, and also reflects the change of value orientation, that is, from elite education to mass education, from subject knowledge-based to student development-based.

There are also essential differences between syllabus and curriculum standards in the basic concepts of education and teaching. Although with the passage of time and the development of education, the syllabus has also been revised and adjusted. For example, the previous syllabus particularly emphasized "two basics" (that is, basic knowledge and basic skills), but people found that aesthetic education was insufficient, especially influenced by the music education thought of "comprehensive sense of music" in Germany and the United States at that time, instrumental music teaching and singing tour (primary school) teaching were added to the syllabus one after another. Although the syllabus also pays attention to the cultivation of students' interests and advocates "teaching students in accordance with their aptitude", this cannot change the basic nature of the syllabus for the purpose of education and teaching with systematic subject knowledge and skills learning. Curriculum standards are based on the realization of the value of music education, follow the characteristics of physical and mental development of primary and secondary school students and the law of aesthetic cognition, and position the value of music curriculum in four aspects: aesthetic experience, creative development, social communication and cultural inheritance. Compared with the previous outline, it is more timely, targeted, comprehensive and scientific. From this, we can see more clearly that the music deduced from the curriculum standard is a kind of "mass culture" and a return from elite culture to mass culture.

Second, the change from teaching content to teaching field.

The teaching content stipulated in the syllabus includes five aspects: singing, singing tour (primary school), instrumental music, appreciation, reading music and solfeggio, while the curriculum standard divides it into four areas: feeling and appreciation, performance, creation, music and related culture, which not only integrates but also expands the content of the syllabus.

We can see that the integration of singing, singing tour, instrumental music and solfeggio will enhance the integration and reduce the overall difficulty. No longer have too detailed requirements for each item as in the past, but integrate appreciation into feelings and appreciation, and attach importance to students' feelings and experiences of music. In addition, the curriculum standards expand the creation, music and related culture, which is also increased according to the requirements of music education in the new era and the inevitable trend of implementing quality education. Creation embodies the spirit of an era and is also the reform direction of music education.

This integration and expansion highlights the artistic characteristics of the aesthetic experience of music hearing, and downplays the professionalism of skill practice and theoretical knowledge. Because the difficulty of knowledge is reduced, it can stimulate students' interest in participating in music performances and investing in music exploration. It can also be seen that the new curriculum standard attaches importance to developing students' creative thinking ability and improving students' humanistic quality through music teaching activities.

Third, changes in teaching requirements.

The current music syllabus for primary and secondary schools and various versions of music textbooks based on it are deeply influenced by professional music art colleges in terms of content, style and requirements, and pursue comprehensiveness, systematicness and difficulty. This not only exceeds the existing level and acceptance of primary and secondary school students, but also exceeds the needs of primary and secondary school students in music development. In the arrangement of musical forms, all kinds of music knowledge are often divided into pieces, and students are exposed to only some isolated knowledge points, not real and complete music. For example, in the syllabus, the study of music theory knowledge is listed as a special item, and the fourth reading in the Z-plane curriculum standard is just "playing" (the first three items are: singing, playing and comprehensive artists). The general requirements for reading music in junior high school are: ① On the basis of primary school, continue to learn the knowledge of notation or staff. Staff teaching adopts the method of first sound roll call. ② Through music practice, further cultivate the ability of listening to rhythm, melody and solfeggio. Scoring requirements: ① Review and consolidate the knowledge of reading music in primary school. (2) Learn music notation such as hold tone, syncopation, triplet and decorative tone. (3) learning key signature, know the location of the roll call on the keyboard. ④ Write rhythm and melody short sentences. (5) To improve the reading ability, the professional requirements here are comprehensive and profound.

The requirements of "Curriculum Standard" for grades 7-9 (junior high school 1-3) in reading music are as follows: ① Learn to sing music with familiar songs and music. (2) Be able to practice ear music with piano or recorded solfeggio. ③ Consolidate and improve the ability of reading and using spectrum.

Compared with the five requirements of the previous syllabus, the difficulty of these three items in the curriculum standard is greatly reduced. From the first point of view, you can sing first and then read the score, which is contrary to the previous conventional teaching behavior. In the past, when singing, we always knew the music before singing. The reason is: how to sing without knowing music? Therefore, in class, students can often sing it directly when the teacher is still tirelessly teaching music scores. The second item in the curriculum standard is to train students to "be able to follow the piano sound or record and practice the music score by solfeggio", which is not allowed in previous teaching. It is considered that this is to train students' "dependent" thinking and does not pay attention to "double basics". In the past, the score of solfeggio was: the teacher gave the students a standard pitch, and then the students sang. After the whole spectrum is sung, the pitch error is not more than half a note before it is qualified, and its professional requirements are very high.

Curriculum standards pay attention to students' feelings, experiences and music learning experiences, and no longer require students to memorize music knowledge. It makes students understand that music is not a science, but a culture and an indispensable part of people's lives. Let students know the role of music elements in music performance, the background, culture, genre and style of music, and let students learn to learn and be happy for life.

Fourth, the change of students' learning style.

In the past few decades, music teaching has basically adopted one-way indoctrination mode, which has hindered the development of students' personality and the improvement of their comprehensive musical ability. According to the characteristics of this subject, the curriculum standard advocates experience, imitation, inquiry, cooperation and comprehensive learning, emphasizes students' dominant position in teaching activities, pays attention to creating a teaching environment that is convenient for teachers and students to communicate, and establishes an equal and interactive teacher-student relationship. Teachers no longer appear as absolute authority, but admit that everyone has a unique learning style; Based on students' direct experience, students study independently and exploringly, instead of paying attention to the results and process. Realize the change of students' learning style, change the passive learning style of single memory, acceptance and imitation, and ensure student-centered, open and democratic. A fair and high-quality music learning method combining social life, social development and life experience.

The core of the new round of teaching reform is "people-oriented, student-oriented". To embody this core, we must change the teaching concept, which is the premise and key of teaching reform. Teaching concept plays a guiding and commanding role in teaching activities, so what kind of new teaching concept is needed in the new curriculum and how to establish the teaching concept suitable for the new curriculum has become an urgent problem to be discussed.

First, teaching is the process of curriculum transmission and implementation, or the process of curriculum creation and development.

This teaching reform is carried out under the background of curriculum reform, which is an echo of curriculum reform. Therefore, the relationship between teaching and curriculum is a pair of relationships that must be straightened out and handled well in this teaching reform. In this relationship, curriculum is the main aspect of contradiction, and curriculum view is the dominant factor. The view of curriculum determines the view of teaching, thus determining the depth and breadth of teaching reform. However, is the curriculum a "shackle" or a "springboard" for teaching? Is it a "controller" or a "promoter" of teaching? In the traditional concept system of teaching theory, curriculum is understood as normative teaching content and is written according to disciplines, so curriculum is defined as disciplines or the sum of disciplines. This means that the curriculum is only concerned by the government and subject experts, and teachers have no right and no need to think about the curriculum. The teacher's task is just teaching. Curriculum and teaching have become two independent fields. Curriculum is the entity or content of school education, which specifies what the school "teaches", while teaching is the process or means of school education, which specifies how the school "teaches". Curriculum is the direction, goal or plan of teaching, which is stipulated in advance before the teaching process and outside the teaching situation. The teaching process is a process of faithfully and effectively delivering courses, and no adjustments or changes should be made to the courses. Teachers are only the expositors and transmitters of established courses, while students are only the receivers and absorbers of established courses. This is the teaching concept advocated by traditional courses. Curriculum is the "autocratic" side, curriculum becomes a kind of instruction and regulation, teaching materials become the Bible, and teaching becomes the controlled and dominated side. Curriculum and teaching are binary opposites, and they are mechanical, unidirectional and linear. In this way, the curriculum becomes isolated, closed, shrinking, difficult, miscellaneous, biased and old, and the teaching becomes rigid, mechanical and boring. In this context, the so-called teaching reform can only be a peripheral war, "dancing in chains", and the vitality and subjectivity of teachers and students can not be fully exerted. In a word, this kind of reform can only make a fuss about methods and forms at most, and there can be no substantive breakthrough.

When the curriculum moves from "autocracy" to democracy, from closure to opening, from expert research to teacher development, and from subject content to student experience, the curriculum is not only a "text curriculum" (teaching plan, syllabus, teaching materials and other documents), but also an "experience curriculum" (a course for teachers and students to actually experience, feel, comprehend and think). This means that the content and meaning of the course are essentially different for everyone. In a specific educational situation, every teacher and student has his own understanding of the given content and his own interpretation of the meaning of the given content, so that the given content can be constantly changed and innovated and transformed into his own curriculum. Therefore, teachers and students are not the outside of the curriculum, but the organic components of the curriculum, the creators and subjects of the curriculum, and they participate in the process of curriculum development. In this way, teaching is not only the process of curriculum transmission and implementation, but also the process of curriculum creation and development. This is the teaching concept advocated by the new curriculum. Therefore, the teaching process has become a process of continuous generation and transformation of curriculum content and continuous construction and promotion of curriculum significance. In this way, teaching and curriculum are transformed, promoted and organically integrated. Curriculum has thus become a dynamic and growing "ecosystem" and a complete culture, which means a major change in curriculum concepts. In this context, teaching reform can really enter the core of education, become the driving force of curriculum reform and development, and become the process of teachers and students pursuing subjectivity and obtaining liberation and freedom. This is the teaching reform called by the new round of curriculum reform! This is a kind of "liberation" brought to teaching from the curriculum level, which will make the teaching process truly become a personalized creative process for teachers and students.

Second, teaching is a process in which teachers teach students to learn, or a process in which teachers and students actively interact and develop together.

The relationship between teaching and learning is a basic problem in the teaching process and an important theoretical problem in teaching theory. Teaching is the unity of teachers' teaching and students' learning, and the essence of this unity is communication and interaction. Based on this, the new curriculum regards the teaching process as a process of communication, positive interaction and common development between teachers and students. Without communication and interaction, there is no teaching, and those "teaching" that only have formal expression of teaching without substantive communication are all fake teaching. Positioning the essence of teaching as communication is a fundamental change in the teaching process and a major breakthrough in the traditional teaching concept.

In traditional teaching, teachers are responsible for teaching and students are responsible for learning. Teaching is a one-way "training" activity between teachers and students, which is manifested as follows: first, teaching is the center, and learning revolves around teaching. Teachers are the owners of knowledge, so they are the masters of courses. The so-called teaching means that teachers impart their knowledge to students. The relationship between teaching and learning becomes: I speak and you listen; I ask, you answer; I write, you copy; I give, you accept. In such a class, "bilateral activities" have become "unilateral activities", and teaching has replaced learning. Students are taught, not learned by themselves, let alone going to school. The second is teaching-oriented, teaching before learning. Students can only follow the teacher and copy what the teacher teaches. Teach before learning, teach before learning, how much to teach, how much to learn, how to teach, how to learn, and whether to teach or not to learn. Teaching dominates and controls learning, and learning unconditionally obeys teaching. Teaching has changed from integration to integration, students' independence and independent character have lost, and teaching has also gone to its opposite side, eventually becoming a "power to curb learning." The more teachers teach, the less students learn, and the less they like learning. In a word, traditional teaching is just a mechanical superposition of teaching and learning.

The new curriculum emphasizes that teaching is the communication and interaction between teachers and students. Teachers and students communicate with each other, communicate with each other, inspire each other and complement each other. In this process, teachers and students share their thoughts, experiences and knowledge, exchange their feelings, experiences and concepts, enrich the teaching content and seek new discoveries, so as to achieve * * * knowledge, * * * enjoyment and * * progress, and achieve mutual benefit in teaching. Communication shows that teaching is not the mechanical addition of teachers' teaching and students' learning. Traditional teacher teaching and student learning in a strict sense will constantly give way to mutual teaching and learning between teachers and students, and they will form a real "learning body". In this * * * identity, teachers are no longer just teaching, but being taught through dialogue, and students are also teaching. For teaching, communication means everyone's participation, equal dialogue and cooperative meaning construction. It is not only a process of cognitive activities, but also an equal spiritual exchange between people. For students, communication means the prominence of subjectivity, the expression of individuality and the liberation of creativity. For teachers, communication means that class is not only to impart knowledge, but also to share understanding together; Class is not a one-way effort, but a process of life activities, professional growth and self-realization. Communication also means the change of teacher's role orientation: the teacher has changed from the protagonist of teaching to the "equal chief", from the traditional knowledge giver to the promoter of modern students' development. It can be said that the interactive and mutually beneficial teaching relationship based on the communication between teachers and students is an important content of teaching reform.

Third, teaching focuses on the conclusion or process.

The relationship between conclusion and process is a very important one in the teaching process. It is also related to learning and thinking, learning and listening to lectures, knowledge and intelligence, inheritance and innovation. From the discipline itself, the process embodies the inquiry process and method of the discipline, and the conclusion represents the inquiry result of the discipline (the system of conceptual principles). They are interactive, interdependent and mutually transformed. What kind of inquiry process and methodology must correspond to what kind of inquiry conclusion or result, and the acquisition of conceptual principle system depends on the specific inquiry process and methodology. If the conceptual principle system is the "body" of the discipline, then the inquiry process and inquiry method are the "soul" of the discipline. The organic combination of the two can reflect the overall connotation and thought of a subject. Of course, different disciplines have different concepts and principle systems, and their inquiry processes and methodologies are also different. However, no matter which subject it is, the inquiry process and methodology of this subject have important educational value. Only by combining the concept and principle system of the subject with the corresponding inquiry process and methodology can we help students form a living subject knowledge structure with both body and mind, so that the rational process and spiritual world of students can be substantially developed and promoted.

From the teaching point of view, the so-called teaching conclusion is the purpose or result of teaching; The so-called teaching process is the activity procedure that must be experienced in order to achieve the teaching purpose or obtain the required conclusion. Undoubtedly, one of the important purposes of teaching is to make students understand and master the correct conclusion, so we must emphasize the conclusion. However, without a series of cognitive activities such as questioning, judging, comparing, choosing and corresponding analysis, synthesis and generalization, that is, without diversified thinking processes and cognitive styles, without the collision, debate and comparison of various viewpoints, it is difficult to get a conclusion, and it is also difficult to really understand and consolidate it. More importantly, it is impossible to cultivate students' innovative spirit and innovative thinking without a teaching process based on diversity and richness. Therefore, we should emphasize not only the conclusion, but also the process. Based on this, the new curriculum regards the process and method itself as an important part of the curriculum goal, thus highlighting the status of the process and method from the height of the curriculum goal.

The teaching that emphasizes the conclusion and ignores the process is just a kind of teaching that takes a shortcut in form, which turns the vivid process of forming the conclusion into a monotonous and rigid recitation of articles, stripping the internal connection between knowledge and intelligence from the source. The teaching that emphasizes the conclusion but ignores the process excludes students' thinking and personality, vulgarizes the teaching process to the point where they can master knowledge only by listening and memorizing without intellectual efforts, so there are "good students" who master knowledge without thinking, questioning, judging and innovating knowledge. This is actually the strangulation of students' wisdom and the destruction of students' personality. Paying more attention to conclusion than process, from the point of view of learning, means paying more attention to learning than learning. Learning, focusing on accepting and accumulating knowledge, is adaptive learning to improve the ability to solve current problems; Learning focuses on mastering methods and actively exploring knowledge, aiming at discovering new knowledge, new information and raising new questions, which is innovative learning. In the era of knowledge economy, the knowledge gained by students in school is far from enough for social use. Only by constantly updating knowledge can people keep up with the times. Therefore, it is particularly important and urgent for students to learn from learning to learning.

Modern educational psychology research points out that students' learning process is not only a process of accepting knowledge, but also a process of discovering, analyzing and solving problems. On the one hand, this process exposes students' various questions, difficulties, obstacles and contradictions, on the other hand, it also shows students' intelligence, unique personality and innovative achievements. Because of this, the new curriculum emphasizes the process and the experience of students exploring and acquiring new knowledge. Of course, emphasizing the process of exploration means that students have to face problems, puzzles, setbacks and failures, and it also means that students may spend a lot of time and energy, but on the surface, they get nothing. But this is a process that a person must go through in learning, survival, growth, development and creation, and it is also an inherent requirement for the development of a person's ability and wisdom. It is an immeasurable "long-term" and an unspeakable and generous return.

Fourth, is the focus of teaching discipline or people?

Is the focus of study on subjects or people? Focus on the subject or people? This embodies two different educational values. Paying too much attention to the discipline and emphasizing the independence and importance of the discipline are the embodiment of the discipline-based theory. Discipline-oriented theory puts discipline above education and above people, and discipline becomes the center and goal. School education and curriculum teaching have become the means to promote the development of disciplines and cultivate reserve talents. This educational view, which only attaches importance to disciplines but not to people, fundamentally deviates from the basic nature and mission of basic education, especially compulsory education. Practically speaking, subject teaching is an "arrogant" teaching, which is manifested in the following two aspects:

First, pay more attention to cognition than emotion. Subject-based teaching limits vivid and complex teaching activities to a fixed and narrow cognitive framework, and only pays attention to students' memory, understanding and mastery of subject knowledge, but ignores students' emotional life and experience in teaching activities. Non-emotionalization of teaching is a major defect of traditional teaching.

The second is to emphasize education over education. Subject teaching separates teaching from educating people, takes teaching as an unshirkable duty, takes the task of imparting subject knowledge and cultivating ability as its own responsibility, and ignores students' moral life and personality development in teaching activities, so that the teaching process cannot be a process of students' moral promotion and personality development. In a word, subject-based teaching strengthens and highlights subject knowledge, but at the same time fundamentally loses the overall concern for the existence and development of human life, thus making students dismembered or even suffocated.

Teaching reform must change the value standard, that is, from the subject standard to the human development standard. The mistake of discipline-based theory lies not in the discipline itself, but in the guiding ideology. Subject teaching should still reflect and attach importance to the characteristics of subject knowledge and follow the law of subject development. Subject teaching must be based on human development and obey and serve people's all-round and healthy development.

Paying attention to people is the core concept of the new curriculum-the concrete embodiment of "everything is for the development of every student" in teaching, which means:

First, pay attention to every student. Every student is a lively, developed and dignified person. In the teacher's classroom teaching philosophy, all students in the class, including every student, are the objects they should pay attention to. The essence of care is respect, care and concern, and concern itself is the best education.

Second, pay attention to students' emotional life and experience. The teaching process should become students' happy emotional life and positive emotional experience. Are students cheerful or indifferent, happy or sad in class? With the acquisition of subject knowledge, is the attitude of students towards subject learning more and more positive or more negative? Is the student's confidence in subject learning stronger or weaker? All this must arouse the attention of our teachers, and this kind of attention also needs our teachers to teach with heart. Attentive teaching reflects teachers' love for their jobs, concern for students and teachers' eager feelings.

Third, pay attention to students' moral life and personality development. Classroom is not only a temple for the transfer of subject knowledge, but also a temple for the cultivation of human nature. There are rich moral factors in classroom teaching. "Teaching is always educational", which is a basic law of teaching activities. Teachers should not only fully explore and display all kinds of moral factors in teaching, but also actively pay attention to and guide students' moral performance and moral development in teaching activities, so that the teaching process can become students' noble moral life and rich life experience. In this way, the process of subject knowledge growth will also become the process of personality perfection and development. With the acquisition of subject knowledge, students will become more and more caring, compassionate, responsible and educated. Of course, this also requires teachers to strengthen their self-cultivation and constantly improve themselves.