Music education aims to influence people’s aesthetics, outlook on life and values ??through the cultivation of people’s emotions. Through its educational function, it can inspire students' revolutionary ideals, cultivate noble sentiments, cultivate good character, develop image thinking, develop intelligence, and promote physical and mental health. It is also important for building socialist spiritual civilization and cultivating moral, intellectual, physical, and It is of great significance to create a new generation with comprehensive development of the United States and labor. (2) The basic role of primary school music education in music education Primary school music education is the foundation of music education and an important part of primary school students' art education. With the implementation of the new curriculum standards, primary school music curriculum teaching has been re-examined and interpreted. It clearly states that music class is one of the main ways to implement aesthetic education, and its core value is aesthetic experience. The target of primary school music education is primary school students, who are very malleable. At this time, good primary school music education will lay a solid foundation for them to have healthy and correct aesthetic tastes in the future. Therefore, primary school music education should adhere to the teaching concept of "aesthetics as the core" and better integrate music education throughout people's lives. (3) The importance of the quality of primary school music teachers to primary school music education under the new curriculum standards. The new curriculum standards are the abbreviation of "New National Curriculum Standards". The new curriculum standards comply with the requirements of the development of the current era and propose quality education that adapts to the times. The concept strives to reflect the new curriculum concept, teaching material concept, teaching concept and learning concept, focusing on cultivating students' innovative spirit and practical ability, aiming to reflect students' comprehensive quality, adapting to the needs of teachers and students at the current stage, and having It is conducive to promoting the improvement of teachers' professional abilities and levels, promoting students' active and lively learning, and promoting students' all-round development. It is a milestone in the transformation of exam-oriented education into the concept of quality education. Music education in primary schools is a great opportunity to cultivate students’ aesthetic cultivation. Therefore, primary school music education is particularly important. Of course, to do a good job in primary school music education, other related factors must also be solved, such as educational environment, educational facilities and teacher quality. Factors such as educational environment and educational facilities can be gradually solved with the development of our country's economy. Therefore, the quality of primary school music teachers has become the main factor affecting primary school music education. Primary school music teaching is the beginning of our musical aesthetic systematization. If the first link is not done well, it will inevitably affect the quality of primary school music education. The teaching effect even affects the effect of quality education. Therefore, it is of special significance to pay attention to the quality of primary school music teachers under the new curriculum standards. 2. Survey and Analysis on the Quality of Primary School Music Teachers In response to the above issues, in mid-November 2007, I came to Dianjiang County, Chongqing City to conduct surveys on Guixi, Chengxi, Taiping, Wudong, Baojia, Heyou, Pingshan, Yantai, Dong Jia and other 50 current primary school music teachers conducted some questionnaire surveys on the quality of primary school music teachers. The situation is as follows: (1) Survey on the quality of primary school music teachers in Dianjiang County Dianjiang County is located in the middle of Chongqing City, 120 kilometers away from the main urban area. There are 84 public primary and secondary schools in the county.

Among them: 8 general high schools, 4 vocational high schools, 5 general junior high schools, 11 nine-year consistent schools, 62 township central schools and county-affiliated primary schools, 24 complete primary schools, 134 village primary schools, and 1 special education school. There are 24 full-time music teachers in the county (basically no full-time music teachers in primary schools) (Table 2.1) Serial number question options A () B () C () 1 First degree A Middle school teacher B Junior college C Undergraduate degree 74 20 6 2 Pairs of teachers Opinions on the profession A Noble B Average C Dislike 24 68 8 3 Continuing education (times/year) A None B 1 time C More than 2 times 48 0 52 4 Whether you are a full-time music teacher A Yes B No 0 100 5 A lot of understanding of education B Average C Rarely 22 46 32 6 Understanding of psychology A A lot B Average C Rarely 20 38 42 7 Ability to operate computers A No way B Average C Level 1 and above 44 36 20 8 Previous music history exams A None B Pass C Good and excellent 60 22 18 9 Previous cultural quality examination A Pass B Good C Excellent 76 16 8 10 Lesson plan A Old B Improved C Innovation 70 28 2 11 Level of understanding of students A Light B Average C Very understanding 10 80 10 12 Awareness of the new curriculum standards A Very little B Average C More often 16 78 6 13 Do you have part-time jobs A Yes B Under consideration C No 12 80 8 14 Current mental state A Maintain the status quo B Want to further study C Others 76 20 4 15 English proficiency A A little bit B 3A C Level 4 78 18 4 (2) Analysis of the current situation of the quality of primary school music teachers in Dianjiang County 1. Primary school music teachers do not have a strong sense of responsibility. Teachers are the most glorious profession under the sun. Our people’s teachers should have high professional ethics, everything For the sake of students, we must do our best to educate students into talents, and we must have the spirit of self-dedication to burn ourselves and illuminate others. Be meticulous about yourself, be dedicated to your work, be serious and responsible to your students, and make selfless contributions to society. From my survey data and interviews, I have seen this situation: 80% of those who are not willing to take up the profession of teachers, and 70% of the teachers use previous lesson plans, which have not been updated in line with the development and progress of society. Regarding their own lesson plans, with the vigorous promotion of the "New Music Curriculum Standards", 94% of music teachers have no certain understanding and opinions about it. There are 92% of teachers who work part-time outside the school or want to do part-time work after work. Many of them The teachers' mental state is unstable. During the investigation, we also learned that some teachers could not withstand the impact of the economic tide and had left their jobs to engage in business activities. 2. The educational level of primary school music teachers is not enough. According to the survey, it was found that most of their first education is a middle school teacher, accounting for 74%, and they have not received more professional music education. Although many teachers have passed correspondence college and undergraduate studies during their employment, they have reached the level of Junior college and undergraduate diplomas, but through my visit to the correspondence school (Dianjiang Experimental Middle School), I learned that the attendance rate of correspondence students is very low. Many students did not come to class after paying the tuition, and came directly to take exams when each course was completed. , the actual level does not meet the academic requirements, so it can be said that most of their academic qualifications should be based on the first academic degree. The survey also found that there are a relatively large number of teachers who taught music when they graduated and later changed their teaching positions to primary school Chinese, mathematics and other subjects. There are also some music teachers who often change their teaching positions due to the needs of the school. It can be seen that primary school music teachers The team is very unstable, and the investigation also found that there are basically no full-time music teachers in primary schools in Dianjiang County. These situations directly affect the healthy development of primary school music education, and also have a negative impact on the music aesthetic education of primary school students.

3. The new teaching methods and teaching theories of primary school music teachers are not enough. The overall cultural quality of primary school music teachers is not high. Very few have reached the first level of computer proficiency. They are not familiar with the use of multimedia teaching methods and even some teachers cannot use them. Their English proficiency is relatively low. Poor, Mandarin is generally in Level 2 B, the "New Music Curriculum Standards" are not familiar enough, and the basic theoretical knowledge that is helpful for teaching such as primary school pedagogy and primary school psychology is not deep enough. These directly lead to their relatively single teaching methods and relatively backward teaching thinking. There is a lack of application of new music teaching methods, such as multimedia teaching, activity teaching, situational teaching, etc. New educational theories such as the "integration" of music curriculum, the "socialization" of educational content, and the "modernization" of educational technology cannot be promoted. This restricts music teachers from understanding students on a deeper level, updating teaching concepts, thoroughly understanding teaching content, and enriching teaching methods. 4. Primary school music teachers lack strong professional knowledge. Questionnaire on teachers’ professional knowledge in primary schools in Dianjiang County (Table 2.2.4) Serial number question options A () B () C () 1 Level of understanding of music theory A Don’t understand B Average C Comparison More 48 30 22 2 Harmony understanding level A Not understanding B Average C More than 52 36 12 3 Vocal level A Average B Pretty good C Very good 48 44 8 4 Music history mastery level A Not understanding B Average C More than 54 38 8 5 Chorus conducting level A No way B Average C Very good 52 42 6 6 Dancing level A No way B Average C Very good 64 34 2 7 Drama knowledge level A Not understanding B Average C Able to sing 84 14 2 8 Music reading ability A No Able B Average C Very good 24 68 8 9 Piano performance and accompaniment A No B Average C Very good 60 32 8 As a qualified primary school music teacher, he should have the professional knowledge and skills mentioned in the survey in the above table, and Updated in due course, the above survey results fully demonstrate that our primary school music teachers lack strong professional knowledge. The survey also shows that 74 primary school music teachers are students who graduated from secondary normal schools, and 60% of music teachers have not taken the music history exam. Only in recent years have there been junior college and undergraduate students. The music knowledge they learned in their student days is The current era of rapid development seems to be relatively outdated, which is not conducive to students' deeper and closer acceptance of music education. However, in the face of difficulties, most of our teachers do not choose to improve themselves through various learning forms, nor do they choose to improve themselves in daily life. Instead of recharging students with this relatively old knowledge, this repeated vicious cycle will only run counter to the purpose of music teaching. Therefore, today's primary school music teachers should better strengthen the study of their professional knowledge and professional skills, provide better music teaching services, let students receive high-level, high-quality music education, and cultivate and improve students' ability from real music. Aesthetic ability to better achieve the goals of art education. 5. Primary school music teachers lack unique innovative spirit. The survey shows that 92% of music teachers work part-time in other professions or consider working part-time, and do not have enough understanding of students, etc., which fully shows that they do not fully focus on music education. superior. Education shoulders the important task of inheriting and creating human civilization. Primary school education is the basic link of quality education in schools. The strength of teachers' sense of social responsibility has a particularly important impact on students' growth. A teacher who is not 100% enthusiastic about his work will not have much teaching achievements even if his professional level is very high. 70% of the music teachers' lesson plans are old; most of the lesson plans do not involve some new knowledge related to the subject, and 70% of the music teachers use traditional teaching; very few teachers use more unique and advanced teaching methods. Teaching students, this shows that primary school music teachers lack a certain spirit of innovation.

As a primary school music teacher, you should first love your own job; do your own job well. Only in this way can you regard music education as the first need of life, have good teacher ethics, a high degree of professionalism and a sense of responsibility, Only by selflessly dedicating everything to the party's education can we establish a solid professional mindset. (3) Investigation and analysis of objective reasons for the current situation of primary school music teachers’ quality in Dianjiang County. While investigating the quality of primary school music teachers, I also learned about the school’s emphasis on primary school music education and the configuration of educational facilities through communication with some music teachers. After sorting and summarizing, the situation is as follows: 1. The school does not pay enough attention to it. Comparative survey of a primary school (mathematics, music) in Heyou District, Dianjiang County: (Table 2.3.1) Subject items Number of teachers in mathematics and music 29 1 Class Number of classes 2--3 7--10 Number of grades in class 1 2--3 Number of classes in the same grade and class (times/week) 5--7 1--2 Number of class changes (times/semester) 1--2 ( Teachers ask for leave) 20--30 (half term, end of term) Enter the multimedia classroom (times/semester) 5--7 0--1 Competitions, competitions, performances (times/semester) 2--3 1/2--1 Survey shows , schools pay much more attention to mathematics and other subjects than music subjects. At the moment when the country advocates quality education, such a gap will inevitably affect the quality of music teaching, and at the same time affect the enthusiasm of music teachers, thus in Insufficient spiritual support for music teachers affects the enthusiasm of music teachers to improve their overall quality. 2. Educational facilities are not complete enough. During the investigation process, I also conducted a survey on music teaching facilities in 10 of the schools I visited (2 primary schools in Dianjiang County, 3 township primary schools, and 5 village primary schools) as follows: : (Table 2.3.2) Whether the teaching facilities are multimedia music classroom 3 7 Audio equipment 3 7 Piano 2 (county primary school) 8 Electronic keyboard 4 6 Accordion 4 6 Pedal organ 7 3 Triangle (percussion) 1 9 V C D 5 5 Recorder 8 2 It is precisely because of the lack of the above music teaching facilities that many new theories, new concepts, and new methods of music teaching cannot be effectively implemented, and the quality and ability training of music teachers cannot be improved. It has had a great impact on students' music education, especially at such a critical stage as primary school. Students do not receive good quality education, which also creates hidden dangers for us in cultivating a new generation of construction talents. 3. Efforts to improve the quality of primary school music teachers under the new curriculum standards Today's society is a learning society, and improving the quality of primary school music teachers is inseparable from the efforts of the teachers themselves. (1) Primary school music teachers must continue to work hard 1. Improve professional ethics. An excellent teacher must first love his job, love his students, and have a high sense of responsibility. When you fall in love with education, do your best to complete the work you should complete, and train students according to the teaching purposes of primary school music education in the "New Music Curriculum Standards". Times are progressing and the economy is developing. Our teachers must withstand the temptation of the economic wave, stand firm, and establish the concept of dedicating their lives to education. 2. Lifelong learning improves academic level. Teachers are engineers of the human soul. Teachers also teach and solve doubts. Lifelong learning is conducive to improving academic levels; expanding knowledge areas and updating professional knowledge; keeping up with the pace of modernization and improving educational capabilities; and ensuring the quality of education. For teachers, it is very important to establish the idea of ??lifelong learning. The ancients said: "Live and learn until you are old." This is true for all people, but it is even more important for teachers. Primary school music teachers should constantly enrich themselves in their spare time so that their knowledge can improve with the progress of the times. Winter and summer vacations should be used more to improve your knowledge and academic qualifications through different methods. For example: TV University, correspondence courses, off-job further studies, etc. 3. Update teaching concepts and improve teaching requirements. Under the new curriculum standards, primary school music teachers should strengthen their study of the new curriculum standards.

As the saying goes, "It's hard for a good woman to make a meal without rice." Without the most basic music teaching aids, music education will lose its most basic carrier and support, and its development will run counter to the strategy of "rejuvenating the country through science and education". Primary school music teachers will also lack powerful teachers. If they stagnate due to lack of support and lose their enthusiasm for work, their quality in all aspects will no longer improve. 3. The education authorities should establish a teacher quality evaluation system that adapts to the times. The new round of basic education curriculum reform advocates that on the basis of the developmental evaluation of teachers, we should actively explore an evaluation system that promotes the continuous improvement of teachers and find ways and content to effectively evaluate teachers. , thereby further improving the quality of classroom teaching and accelerating the full implementation of the new music curriculum standards. Therefore, we need to scientifically establish a quality evaluation system for primary school music teachers and give full play to the function of the quality evaluation system to respond to the needs of basic curriculum reform. A scientific quality evaluation system for primary school music teachers will inevitably promote the improvement of their quality and ultimately play a decisive role in the quality of teaching. A scientific evaluation system should include professional ethics, professional quality, and teaching quality. Professional ethics: including love for education, respect for students, being a role model, strict self-discipline, serious work, selfless dedication, etc. Professional qualities: including professional skills, innovative achievements, academic research, award-winning activities, etc. Teaching qualities: including complete and complete teaching documents Quality, natural teaching style, teaching results, etc. At the same time, in the reform of the quality evaluation system of primary school music teachers, we must not only take into account the characteristics of the music subject, but also reflect the objective and fair evaluation of teacher quality, so as to promote The comprehensive improvement of the quality of primary school music teachers has created a new era, new concepts, new roles, and new forms of primary school music teachers. 4. Summary After several months of busy work and hard work, the graduation thesis is finally completed. During this period, from the initial confusion, to slowly entering the state, and then to the gradual clarity of ideas, the entire writing process is difficult to express in words. The title of my graduation thesis is "A brief discussion on how to improve the quality of primary school music teachers under the new curriculum standards". I am in the process of writing the thesis. Through actual investigation in Dianjiang County, we have mastered first-hand information for this paper, and based on this analysis, we have analyzed the current situation of primary school music teachers’ quality, such as academic level, sense of responsibility, teaching methods, professional knowledge, etc. . At the same time, we found ways to improve the quality of primary school music teachers through our own thinking and understanding of the materials we consulted. Writing a graduation thesis made me understand that the graduation thesis is a landmark assignment for our college students to complete their studies. It is a comprehensive summary and review of their learning results. It is the first attempt for college students to engage in scientific research. It is also a test of the extent of our knowledge mastery and analysis of problems. and a comprehensive answer sheet on basic problem-solving abilities. Of course, due to the limitations of my knowledge, experience, and time and energy, the paper I wrote has many shortcomings. This will be the motivation for my future work and study, allowing me to continuously improve myself in my work and study. , improve one's abilities in all aspects, and ultimately cultivate oneself into an excellent people's teacher. Good teachers are the foundation for good education and the guarantee for the implementation of new curriculum standards.