The relationship between national music and national living areas, lifestyles, economic forms, cultural traditions and cultural exchanges.

National music embodies the spirit of a nation, is an important medium to inherit a nation's fine traditions, and is also an important part of national culture. 2005 is a memorable year, because it is the 60th anniversary of China War of Resistance against Japanese Aggression's victory, and it is a good opportunity to educate students in patriotism through folk music with the theme of War of Resistance against Japanese Aggression. However, in teaching, I found that few students remembered "Sword March", let alone heard "On the Songhua River". When they hear these songs, they look strange. What surprises me even more is that some people can't even sing March of the Volunteers's lyrics, but they are "super girls" songs. This phenomenon makes me worry and reflect.

First, correct students' aesthetic orientation and experience national music.

What makes our students so unfamiliar with folk music? I don't think it's that national music is neglected in the curriculum. National music accounts for a large proportion in our current textbooks, but the songs of "Super Girl" that have never appeared in textbooks are remembered by children. Although the media around us often promote pop music. However, Chinese music is fragrant, especially on the occasion of the 60th anniversary of the victory of the Anti-Japanese War, Chinese music with the theme of the Anti-Japanese War appeared more frequently in various media events. However, students don't seem to like listening to these songs very much. They always choose pop music because of their aesthetic orientation to music. Pop music is fast-paced and straightforward, and stars should make it the mainstream of students' music appreciation, which will directly affect students' aesthetics. Traditional folk music is far from the students' environment, and naturally it can't resonate with folk music and get a good experience, which is why folk music has always been unpopular in students' aesthetic orientation.

School education is the most important way to change students' single aesthetic orientation. Through phased, targeted and orderly teaching activities, students' aesthetic stereotypes can be gradually changed. For a long time, there have been some problems in the teaching of national music, such as single teaching content and outdated teaching methods. Too much emphasis on rational teaching content and neglect of perceptual beauty of music make students have a wrong impression of "rustic" and "outdated" national music. The new curriculum reform has been going on for several years, and the new music curriculum concept it brings is centered on aesthetics. Music teaching, as a means of aesthetic education, has different teaching characteristics from other disciplines, mainly reflected in the fact that music teaching starts with sensibility, inspires people with emotion and appeals to people with beauty. It is this feature of music education that makes music moving into people's emotions much more powerful than other arts. It can directly enter people's emotional world, cause ideological buzz and get a good experience. Therefore, "aesthetic" education should run through the whole process of national music teaching. There is a certain distance between the era of national music creation and the era of students' life, which makes it difficult to communicate musical feelings and personal feelings, increases the difficulty of implementing national music education in the new curriculum reform, and puts forward higher requirements for music teachers. First, front-line music teachers should realize that the teaching of national music is not only to complete the teaching content required by the textbook, but more importantly, to narrow the distance between students and national music and how to make students like learning national music. Only by letting students truly perceive the connotation of national music art and feel the beauty of music can they be intoxicated with music and generate interest and motivation in music learning. In the study and appreciation of national music, let students feel the beauty of national people brought by folk songs that have been passed down to this day and the beauty of artistic conception created by national instrumental music. It is the focus of national music teaching to tap the inner beauty of national music.

In music teaching, how to make students accept national music with the development of aesthetic orientation? At this time, we should follow the principle of gradual progress, and let them listen to pop songs, film and television songs and classic songs with national music elements first. The fundamental purpose of this backward induction is to let students know that the sweet melody comes from national music, so as to consciously pay attention to the mother of music, and then understand the humanistic background and artistic value of national music. After students initially accept the "packaged" national music, they can get in touch with the original national music. In the choice of songs, folk songs with distinctive styles and beautiful melodies are mainly used to enrich students' musical emotional experience, such as: the liveliness and cheerfulness of Xinjiang folk songs; Inner Mongolia folk songs are unrestrained and vast; The beauty and freshness of Jiangnan folk songs are like putting a delicious meal in front of you. For people who are used to the single form of pop music, this will inevitably touch their hearts and shake their superficial and single aesthetic orientation. These different styles of national music reflect the unique aesthetic habits of the nation, including its history, fine traditions and national thoughts, and also invisibly educate students to understand the nation, enhance national pride, appreciate and accept its spirit and charm, and strengthen national consciousness.

Second, update the teaching methods and enrich the channels of national music perception.

National music includes folk songs, national dances, national instrumental music, folk art and traditional Chinese opera. National art is far away from students' life. Every nation has its own unique culture, history, language and style, and its music is rich and colorful, which makes students have some difficulties in accepting national music, and over time students have a sense of exclusion. In the teaching of national music, teachers should combine various teaching methods according to the characteristics of students and their works, so that students can experience music happily through multiple channels and actively participate in music practice activities.

1, through the performance, enter the music situation.

According to the active and curious characteristics of junior students, some practical scenes are designed to let students feel the beauty of national music in the game. For example, students are required to perform step by step with toy guns in the song teaching of the fourth volume of Unforgettable Songs by People's Voice Edition. Students feel the forceful features of this song and the unshakable revolutionary beliefs of the youth league members with their own powerful steps in interesting sitcoms.

Students in lower grades usually like dancing, which is very novel and interesting to the national dance taught by the teacher. Many excellent minority folk songs are selected in our teaching materials, which can make students dance with the songs. For example, in the listening teaching of the third volume of "On the Jinshan Mountain in Beijing", let students write their own actions and dance to the music, so that students can express their understanding of this Tibetan folk song with body language, so as to feel the characteristics of Tibetan folk songs.

2. Using modern teaching methods to directly reproduce the social background of national music.

The creation of national music is closely related to the background of that time. If students want to understand the connotation of national music, it is best to let them feel the social background of national music personally, and those historical fragments that cannot be reproduced can be reproduced in front of students through multimedia. The Music Curriculum Standard clearly points out that music teachers should strive to master modern information technology and make use of its advantages of audio-visual combination, audio-visual integration, strong visualization, large amount of information and extensive resources to serve teaching. Nowadays, students are not satisfied with the teaching mode of "one piano, one blackboard, one book and one tape recorder". Therefore, in teaching, the use of multimedia and other audio-visual means of audio-visual combination to stimulate students' interest in national music. For example, in the appreciation teaching of the junior high school textbook "Tunnel Warfare", students can most intuitively see the scene of fierce fighting between guerrillas and Japanese invaders at that time by playing the fragments of the movie "Tunnel Warfare", which suddenly attracts students' attention and makes them immersive and full of interest.

3. Using subject integration to assist teaching.

Due to the historical and regional differences of national music, the formation of national music is closely related to culture, history, geography, humanities and other factors. Therefore, teachers will get twice the result with half the effort if they combine the teaching resources of other disciplines in their teaching, such as China ancient poetry teaching, national arts and crafts teaching, social customs teaching and so on. This not only consolidates the relevant knowledge, but also helps students to understand music more deeply.

Third, protect local operas and develop national music resources.

Professor Zhao Xiaonan of China Conservatory of Music said: "The simple understanding of national music education in primary and secondary schools, that is, local music education, is to let every child sing the songs of his hometown." It is hard to say that a person who can't sing hometown songs is a person who loves his hometown. The teaching goal of national music is not only to sing one or two songs. It is an important purpose of national music education to let children feel the national feelings. At the same time, learning the folk music in my hometown is also a protection of China's musical cultural heritage. As far as Fujian is concerned, the unique operas in our province, such as Liyuan Opera, Puxian Opera, Gaojia Opera, Fujian Opera and xiang opera, are all musical treasures in our province and even the whole country. However, like other local operas, they also face difficulties in survival and development. The students know nothing about these operas, and their attitude is relatively cold. There may be no audience for these local operas in a few years, and it is urgent to introduce these local operas into classroom teaching. These operas are difficult for students to accept. Teachers can let students preview purposefully before class, participate in activities such as appreciation, singing, performance and discussion in class, and extend creative activities after class. These practical activities can stimulate students' interest in learning local operas and their enthusiasm for exploration. Of course, we can't ask every student to sing these operas, but at least let the local operas leave a mark on their hearts.

The education of a country and a nation cannot be separated from the foundation of local culture. Music education must also inherit, carry forward and develop national culture. We should carry out comprehensive music education on our rich China music culture, so that our ecological environment of music culture can be well protected and the fire of national music can be passed on to our future generations.