Problems and countermeasures of music teaching for children in secondary vocational schools

Abstract: As an enlightener and practitioner of music education, kindergarten teachers play an important role, and their own music literacy also has a decisive influence on children's music education. At present, there are many problems in the music training of kindergarten teachers in secondary vocational schools. Therefore, it is extremely necessary to strengthen the training of music quality of kindergarten teachers' students in secondary vocational schools, reform teaching methods and improve their comprehensive quality to make them more suitable for the needs of social development.

Keywords: secondary vocational education; Kindergarten teacher; Music; Problems; Reforming

Music is an art, which is a way for people to express their thoughts and feelings and reflect their lives. Music is also an important part of education and plays an important role in cultivating children's all-round development. The Guiding Outline of Kindergarten Education (Trial) clearly points out that art is an important way to implement aesthetic education, and it is necessary to give full play to the emotional education function of music and promote the formation of sound personality of children. This shows that music plays an important role in cultivating children's quality and inspiring their artistic talent. The special role of music in children urges secondary vocational education to put forward higher requirements for the cultivation of students' music quality, so the existing education must be in line with students' future career, and only in this way can more talents meet the needs of society be cultivated. However, there are many problems in the current music education of kindergarten teachers in secondary vocational schools, and its teaching effect is difficult to meet the needs of students and society. Only when we fully realize the problem can we solve it better.

1 Problems existing in professional music education for kindergarten teachers in secondary vocational schools

1.1 Teaching is teacher-oriented and teaching is sluggish

Judging from the current teaching methods in China, music classroom teaching is still lecture-oriented, and teachers instill knowledge into students, while students only know how to learn by rote, the classroom atmosphere is inactive, the teaching form is too dull and there is no innovation, which makes students' interest in learning drop sharply. Moreover, the single teaching system also prevents teachers from considering the specific needs of each student's study. The "one size fits all" teaching model also hinders the individualized development of students, which is not conducive to improving their enthusiasm and creativity. Music education is a course that needs to stimulate students' creativity and imagination in particular. If it fails to stimulate students' interest, the whole teaching will be dull and boring, making the effect of education unsatisfactory.

1.2 children's basic knowledge is weak, and they lose interest in learning

Different from professional music education and music training in colleges and universities, the music foundation of students majoring in kindergarten teachers in secondary vocational schools is often weak, and teachers do not pay attention to the differences of students' music foundation and adopt a unified teaching method. In the long run, most students with weak music foundation are afraid of difficulties in music learning and lose their original fun and motivation. The lack of musical skills also makes them feel very strange and difficult to understand the concept and culture of music, which seriously restricts the improvement of their musical literacy, and also makes the tracks they play seem very mechanical and inflexible. In fact, introductory music education is similar to language behavior education. Only by starting from the basics, respecting children's learning rules and building a complete teaching plan can we entertain and entertain.

1.3 Learning and practice are seriously out of touch

Apart from the fact that the knowledge learned by students is seriously lagging behind the actual needs due to the lag of teaching materials mentioned above, most secondary vocational and technical schools have not set up a teaching link combining practice, which makes students unable to apply what they have learned, especially the students majoring in kindergarten teachers, who do not know whether their music knowledge and teaching methods are suitable for early childhood education. Moreover, the current education assessment mainly implements the score system, which determines the students' learning situation. This is not applicable to the practical preschool education major, and the practical ability and application ability of learning are not within the scope of assessment, which will also lead to students' ideological slack in this module, which is not conducive to their long-term development.

1.4 the teaching content lacks professional features

in order to achieve the established teaching objectives, it is necessary to set up supporting teaching plans and contents in the courses specified in the teaching plan. However, the setting of music courses for students majoring in preschool education in secondary vocational schools, including syllabus, teaching plan, textbooks and so on, is not much different from other professional settings, and there are no courses related to preschool teachers' majors, such as teaching students how to arrange children dance, teaching students basic children's songs, and basic ability to play and sing, which are all necessary skills and teaching literacy for students majoring in preschool education. Imagine that if a kindergarten teacher only knows some basic pop music, but does not teach children some music suitable for their age according to their own characteristics and give them musical inspiration, how can he be a qualified kindergarten educator? Children's imitation ability and learning ability are usually very strong, so in order to make children learn well, we should start from the source of kindergarten teachers and add more courses in line with professional characteristics in the process of cultivating them, focusing on children's music education.

1.5 The assessment mechanism is single

Apart from the fact that the knowledge learned by students is seriously lagging behind the actual needs due to the lag of teaching materials mentioned above, most secondary vocational schools have not set up a teaching link combining practice, which leads to students' inability to apply what they have learned. Moreover, the current education assessment mainly implements the score system, which determines the students' learning situation. This may not be applicable to the practical preschool education. The practical ability and application ability of learning are not within the scope of assessment, which will also lead to students' ideological slack in this module, and it will not be able to well test the educational effect of music education in secondary vocational schools, which is not conducive to their long-term development.

2 The key to solve the problem of music education for kindergarten teachers in secondary vocational schools

2.1 Teaching materials reform, teaching students in accordance with their aptitude

The teaching contents of music textbooks in existing secondary vocational schools are lagging behind. Therefore, in order to better improve the quality of students, the school should organize a group of capable and experienced teachers to compile and revise the textbooks, actively adapt to the needs of the new education reform, and compile a group of teachers with the actual needs of music teaching for kindergarten teachers.

2.2 Create a good teaching environment

Music teaching is special, not only learning knowledge, but also learning to listen, speak, read, write and sing. It can be said that this is an all-round skill training. Therefore, the openness and vividness of classroom teaching is very necessary, which requires the school to have unified and coordinated music facilities. For example, when giving piano lessons to students, the school has a corresponding piano room, so that students can understand the essence of teachers' teaching in the environment of playing and singing; For another example, when teaching students to learn songs about nature, we might as well take them outdoors and listen to the sounds of the wind, birds and streams, so as to create a better and relaxed environment for students' learning. Then, when they take up their teaching posts, they can create a relatively good music learning environment for children in combination with their previous experiences and experiences, which will not only help students learn, but also help children's teaching.

2.3 to improve teachers' quality

China has always been said to be a teacher by example. The so-called "teacher, preacher, teacher and puzzle solver", a good teacher, a teacher who can really preach and puzzle, must have good professional skills and humanistic quality. However, it can be found that the teaching quality of teachers in music education in secondary vocational schools is far from meeting the needs of society. The main reason is that teachers' own professional level is not enough, and they just want to finish their classes and their attitudes are not correct enough. Therefore, as a music teacher in a secondary vocational and technical school, we should keep learning in the process of teaching, constantly "recharge" ourselves, keep pace with the times and improve our professional skills. In addition, we should enrich our literary accomplishment and humanistic spirit, because teachers teach and educate people, teaching is more important, and educating people is more important, especially for teachers who cultivate children, and learn to be a model.

2.4 Reform teaching methods

Music learning needs the combination of theory and practice. Therefore, in terms of teaching methods, music teachers should be brave enough to break the tradition, change the rigid teaching methods and dare to innovate. In the music education of kindergarten teachers, we should not only teach students knowledge, but also teach them how to learn, so as to cultivate students' initiative and creativity and teach them to understand from ignorance to real understanding. However, for students majoring in preschool education, it is not enough to only understand, but also to apply what they have learned to practice and have the ability to know how to teach. Therefore, in secondary vocational education, we should also highlight professional characteristics and cultivate students' practical ability. In the teaching course, we can consciously cultivate students' ability to find and solve problems and their hands-on ability. When students have problems that can't be solved, teachers can answer questions, which not only allows students to learn and grow in practice, but also increases the interaction between teachers and students, achieving the effect of learning from each other.

2.5 Improve the student assessment mechanism

As mentioned above, the current assessment is mainly based on scores. However, the study of music major is a practical major, so the assessment methods should be diversified. Moreover, even if a student finally gets a high assessment score, he will not teach children good music learning. Is such education a success or a failure? If the school adopts appropriate and correct teaching evaluation methods, it will not only assess the quality and effect of students' learning in time, but also increase students' initiative. An effective evaluation method is to evaluate students' ability not only by the scores of examination, but also by examining the formation of students' comprehensive literacy and their ability to experience, understand and expand music. It is very necessary and crucial for students majoring in preschool education to adopt diversified assessment methods.

3 Conclusion

In today's society, with the continuous development of China's economic level and the deepening of education reform, the education of young children is very important. Music, as the most sensitive and interesting course for children, plays a vital role in children's education. Therefore, secondary vocational education is not only related to the development of children's education majors, but also to the educational quality of children's all-round development, which is the key to the future development of the country. Therefore, the preschool education of music teaching in secondary vocational schools should not only cultivate students' high theoretical level, but also cultivate students' practical operation ability, initiative and creativity in learning, imagination in thinking and quick response ability, and cultivate teachers who meet the needs of modern preschool education according to the development of the times.

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