How to write a survey report on campus pop music?

Pop music refers to music and pop songs that are popular with the public in a considerable range for a period of time. Pop music is popular because its tunes are smooth, its lyrics are easy to understand and close to life. In a certain period, there are always several songs sung in people's mouths (for example, 1999' s "Entering a New Era", 2000' s "Song of Seven Sons" and so on. , are full of patriotic enthusiasm and national pride, widely circulated in the country). Influenced by society and family, primary school students show strong interest in pop music. At the same time, influenced by the development law of their life, psychology and thinking, they lack discrimination in pop music and accept everything, which often leads to the phenomenon that songs that are extremely out of proportion to the age of students are popular on campus.

It is irresponsible for educators to take a laissez-faire attitude towards going to school, and it is not appropriate to kill them with a stick, which may affect students' interest and enthusiasm in learning music. Bruner, an American psychologist, said: "The best stimulus to learning is to be interested in learning materials." It is the ubiquitous pop songs that "stimulate" students' senses and arouse their interest. Therefore, teachers should make use of the situation, let students get in touch with and know music in their interest, let students identify the good and bad pop songs in their study, and let pop songs serve music education purposefully and effectively.

Considering the current situation of primary school students' exposure to pop music, this topic only defines the scope of "pop music" in their vocal works, that is, pop songs. Pop songs refer to those songs that have the characteristics of popularity, mass and pleasure, but have not yet stood the test of history, so they must coexist with good and evil.

Through the experiment, I hope to achieve the goal of "improving students' ability to appreciate beauty, comprehend beauty and create beauty" and promote the improvement of students' music quality.

Second, experimental methods and means

1? Questionnaire survey method

To investigate the students' understanding of pop songs in this grade.

2? Observation method

Observe students' music quality and music (non-intelligence) performance in and out of class, and record their changes in time.

3? experimental method

The method of pre-and post-test comparison of unequal experimental classes under normal class arrangement was adopted.

Third, the experimental process:

(1) quasi-experimental stage

1? Learn to think and raise awareness.

The learning content is mainly the chapters about students' cognitive psychology and learning process in music education psychology. The research status and development trend of this kind of subject at home and abroad; Books such as pop songs. On the basis of analysis and summary, the research direction and insertion point of this topic are found; Explore how pop songs serve music teaching; Determine the idea that "avoidance is better than guidance".

2? Investigation and study, in-depth understanding

Everything should proceed from reality, otherwise nothing can be done well. Similarly, if you don't understand students' learning situation and don't proceed from students' reality, you will not only "learn" well, but also "teach" well. The actual situation of students is the basis for teachers to correctly "teach".

In view of the above understanding, we designed a questionnaire for the experimental content, and randomly selected 10 students from four classes in grade four.

From the statistical analysis of the survey results, we verified the feasibility and necessity of the experiment, such as 72? 5% students like singing, 70% students often sing textbook songs after class, 65% students often sing pop songs in life, 58% students understand their pop songs, and students write 92 songs that teachers want to teach in class, 70 of which are pop songs, and 50% are not suitable for children's physical and mental health development. This requires teachers to give correct guidance and guidance in the classroom to prepare for further research.

(2) Experimental stage

1? Comprehensive test to understand students.

In order to fully understand the basic music quality of the students we teach, in the early stage of the experiment, we conducted a unified test on the basic music quality of the students in the experimental class and the control class. (See the attached table for the purpose, content, evaluation standard and operation mode of the test).

2? Updating teaching and organically infiltrating "popularization"

Classroom is the main position of research. In order to help students improve the basic quality of music comprehensively, quickly and effectively, we update the teaching methods, increase the teaching content, and organically infiltrate some "pop songs" to help students learn new knowledge and enhance their musical ability.

(1) bring forth new ideas and arouse interest.

In classroom teaching, we use popular songs that students are familiar with to stimulate students' interest in learning, enhance their confidence in learning new knowledge and enhance the effectiveness of classroom teaching.

For example, solfeggio teaching is a link that puzzles many music teachers. In view of students' lack of interest in boring music knowledge, there is even a phenomenon of "weariness of learning". After the beginning of school, I collected a large number of lyrics and songs of pop music works that students are also familiar with, and sorted them out. In teaching, let students use "pull" to simulate familiar music fragments. After the teacher explained the knowledge points in the music score, the students solfeggio the music score in the textbook again under the guidance of the teacher, and soon the students can sing it accurately. Therefore, confidence is full, and the fear of difficulties is solved.

I also used this teaching method in singing teaching. For example, before learning the song "No one can live without anyone", use "Forever Friends" to lead in, so that students can feel the true meaning of friendship from the song "Forever Friends" and have interest in learning new songs.

In the appreciation class, students can also introduce topics with popular songs with familiar contents for further appreciation. In short, teaching students in accordance with their aptitude, bringing new ideas with familiarity, stimulating students' thirst for knowledge and activating the classroom atmosphere.

(2) Promote love with love and seek * * *

Music is the art of emotion. Only by strengthening students' emotional experience, generating emotional vibration and building a bridge of understanding and communication between soul and music with the word "emotion" can the overall goal of music education-aesthetic education be better implemented.

I skillfully use the pop songs that students are interested in or have perceived their aesthetic feeling to infiltrate, so that they can have a kind of "aesthetic feeling" with textbook songs and appreciation songs, thus achieving the maximum efficiency of classroom teaching. When teaching the song "Night in May", in order to help students express the tranquility and warmth of European spring in a soft and coherent voice, I let students enjoy a series of popular songs about night, such as "Night on the outskirts of Moscow" and "Curved Moon". Through vivid and vivid audio-visual effects, students can naturally understand and summarize the melody characteristics of nocturnes and quickly appreciate the emotions contained in songs.

(3) Contrast China's aesthetics to improve understanding.

By comparing the style, content, artistic conception and speed of textbook songs and popular songs. Can stimulate students to experience the music image. For example, in the class of singing "Cowboy at Two Hours", when students learn the characteristics of this song as a ballad and let them recall the ballad they heard in their lives, the children think a lot, such as the story of the red-crowned crane, the story of spring, the Pearl of the Orient and so on. While enjoying We Workers Have Strength and March of China People's Liberation Army, in order to help students understand the characteristics of March style, I played songs such as Our Soldiers and March of Athletes to students, so that students could feel the March style of songs in rhythmic music. When appreciating jasmine, we chose Zhou Yanhong's popular song "Look at Jasmine" and Xinmin's song "Kiss Jasmine" for comparison. Both of them are based on the melody of jasmine, which makes the songs fresh and elegant, and at the same time adds the characteristics of ancient style, which is worth recommending to students.

(4) Introduce new songs and broaden your horizons.

Some popular songs that are in line with the times, progressive in thought, popular and easy to sing, and beautiful in melody are infiltrated into classroom teaching by teachers in a planned and purposeful way, so as to expand students' horizons, meet the needs of the times, and at the same time enhance students' aesthetic experience and musical literacy. For example, in the just-concluded 9th "Bubugao" Cup TV Grand Prix for Young Singers, there were some easy-to-understand, positive and catchy new songs, which were organically infiltrated into the classroom according to the needs of teaching materials and recommended for everyone to enjoy. Students are very interested in this kind of songs with a strong sense of the times, which also enlivens the classroom atmosphere.

3? Enrich after school and adapt to the times

Modern educational theory holds that all the influences of education must be realized through students' active participation. Aesthetic education requires students to have the ability to feel beauty, appreciate beauty, distinguish beauty and create beauty. Therefore, we ask students to carry out some meaningful music activities to consolidate their knowledge.

(1) Collect music information and run a music tabloid.

(2) The Singer's Little Challenge once a month.

(3) Talk about Music News one minute before class.

(4) Special lecture on pop songs-Golden Childhood.

Fourth, the experimental results:

(A) the teaching effect

Statistics of students' basic music quality test in the first semester of 2000-200 1 (see table 1).

From the specific analysis of the test, the basic music quality of the students in the experimental class has been obviously reflected. After the experimental treatment, the results are obviously higher than the average level of the control class. Especially in listening and appreciation, compared with the students in the same grade control class, the ability of music discrimination and expression has been significantly improved (excluding the influence of irrelevant variables, students' maturity and synchronous growth of knowledge).

Statistics of two semesters' test of students' basic music quality in experimental class (see Table 2).

Judging from the scores of basic music quality measured by the students in the experimental class before and after two semesters, the students in the experimental class have significantly improved their listening, solfeggio, singing and appreciation abilities after the experiment.

The level of classroom participation of students in experimental class is significantly higher than that in control class.

Students in the experimental class participate in the classroom better than ordinary students, with a high degree of participation and a more active nature. From the observation diary of the project leader during the experiment, we can also see the changes of students' classroom performance. In the process of dynamic change, we found that some students who usually don't like to talk gradually let go of their courage and take the initiative to participate after the experimental class, and their imagination and creativity are also very prominent.

(3) Successful education

Comments on the outstanding performance of students in each class of "Singer Challenge" won unanimous praise from teachers. Students have gained a sense of success and fun in their study and competition. They actively participate in various beneficial activities of the school and are full of confidence in their lifelong learning-self-reliance.

social influence

I put pop songs into music teaching in the experimental class. After class, I heard students from other classes in the same grade and asked the experimental teacher to implement it in their class. At the same time, parents also hope that their children can learn more about the beauty of music in music classes.

Verb (abbreviation of verb) needs further discussion

1? How to arrange the proportion of pop music and teaching materials reasonably?

2? The influence of frequent study of pop music on the psychological characteristics and aesthetics of music education and teaching.