The French writer Hugo once said: "There are three keys to unlock human wisdom: one is mathematics, one is literature, and the other is musical notes." The nine-year compulsory education syllabus points out: Music education It is the main way for schools to implement aesthetic education and plays an important role in cultivating students' all-round development morally, intellectually, physically, aesthetically and laboriously, improving the quality of the entire nation and building socialist spiritual civilization.

In recent years, music education in our country has shown a momentum of rapid development, especially in large and medium-sized cities. The education department has paid close attention to music education, and ordinary people also admire the music art very much. But at the same time, it should be noted that the majority of rural areas are still lagging behind in this regard. Some primary and secondary schools have even canceled music classes. In some cases, although music textbooks and music class schedules have been ordered, few teachers take music classes seriously. Reflecting It is also rare to hear healthy and uplifting songs about children's life and traditional patriotism. In a social context where popular music and fast food culture are overwhelming, students are known to sing either vulgar pop songs or alternative trashy tunes. For example, in 2007, 9 people sang "Invisible Wings" in the special longevity examination of our county's high school entrance examination. The winning song in the "Summer Cup" primary and secondary school student singer competition held in a supermarket was "Two Butterflies". Not to mention how high the artistic level of this program is, if you look at the lyrics, you will know whether it is suitable for primary and middle school students to sing.

As a teacher engaged in music education in rural primary and secondary schools, I have conducted in-depth investigation and reflection on this, and I will describe it as follows:

1. The current situation of music education in rural primary and secondary schools< /p>

1. The education management department does not pay enough attention

On the surface, many schools advocate the implementation of quality education, but in fact they still cling to the "tangled rope" of exam-oriented education and regard the pursuit of admission rate as the only goal. And take test score ranking as the only criterion to measure the quality of school education and teachers’ work performance. Music and art are still not listed as examination subjects. In order to be promoted and evaluated for merit, many teachers compete for rankings and focus on the "main courses". They even dominate the music class and switch to the so-called main courses. Music, physical education, and beauty have become optional. The dispensable "little three men" have become the object of discrimination, and music teachers have become the object of not being taken seriously.

2. There is a serious shortage of music teachers

There is a serious shortage of music teachers in rural primary and secondary schools. According to surveys, there are more than 900,000 rural primary and secondary schools in my country, but there are only 100,000 primary and secondary music teachers. people. Even if each school is equipped with one music teacher, based on the training speed of my country's existing music colleges, it will only be able to meet this demand in 60 years. Although some students who graduated from professional music schools were assigned to rural areas, most of them stayed in county towns or urban central schools with better conditions, rather than teaching in rural areas. It can be seen that the small number of teachers, poor quality, and uneven distribution have become bottlenecks in the "development of music education."

3. There is a serious shortage of music teaching facilities

Teaching facilities are an important guarantee for the normal development of school teaching work. They are also a powerful material foundation for improving teaching methods and teaching quality. However, many rural schools are unable to invest in music teaching to improve music facilities because of their indifference to music education. Some schools don't even have an organ. As for multimedia facilities such as dedicated music classrooms, pianos, amplifiers and speakers, it can only be the dream of rural music teachers. "It's hard for a good woman to make a meal without rice." Even if professional music teachers try their best, it is difficult to achieve the expected teaching results.

4. Low quality of teachers

In order to solve the problem of lack of music teachers, the relevant departments have been perfunctory. Many of the music teachers used are "half-way monks" with low theoretical level and comprehensive skills. Difference. For this reason, some schools treat music classes as singing classes and do not require music knowledge at all, which seriously restricts the development of school music education. According to incomplete statistics, only one-third of music teachers in rural primary and secondary schools have met the basic academic requirements.

2. Measures to change the backwardness

Faced with many problems such as the shortage of music education teachers in rural primary and secondary schools, lack of attention by leading departments, poor equipment, and low teaching quality, we should take active measures measures to change the backwardness of music education in rural primary and secondary schools.

1. Strengthen leadership and management

“Real curriculum reform must be a simultaneous change of concepts and systems. What people cannot do is often not due to lack of power and money, but to It is a lack of advanced ideas." Leaders at all levels, especially the principal of a school, should strengthen their own business learning, strengthen advanced teaching concepts, and fully develop all subjects prescribed by the Ministry of Education, especially music subjects.

Local education administrative departments and government departments must create a good environment for the promotion of quality education.

2. Strengthen the construction of teaching staff

To solve the problem of insufficient teachers for music education in rural primary and secondary schools, we must first strengthen the teaching staff of major music schools across the country and expand the The school's recruitment efforts have mobilized the majority of music school graduates to go deep into rural areas after graduation. Rural schools can recruit talents with music expertise from the society, and after training, they can be assigned to teach in primary and secondary schools.

Full-time music teachers can be allowed to work in the form of "teaching". For example, if a full-time teacher in a school has insufficient workload, he can be asked to work part-time as a music teacher in a primary and secondary school in a nearby village. This can not only solve the problem of teaching music subjects , and can solve the problem of insufficient workload of music teachers.

3. Increase investment in improving music teaching facilities

At present, governments at all levels should continue to increase investment in education, improve school conditions, and build dedicated music classrooms. Schools with better conditions can be equipped with high-end musical instruments and teaching aids, while schools with poor conditions should also be equipped with necessary musical instruments and teaching aids to promote the healthy development of music education.

4. Strengthen the cultivation of one's own professional qualities

In response to many problems such as the shortage of rural music teachers and poor teaching facilities, we must stabilize the team of music teachers, strengthen teacher training, and continuously improve music The overall quality of teachers. Teachers who are interested in music and are basically competent in music classes should receive regular training and actively play the role of teachers with strong professional abilities. We can use multi-channel training methods to expand the team of music teachers, strengthen dual-base training and academic training for music teachers, use modern educational technology to strengthen communication and learning, and improve teachers' teaching skills and levels.

Our country’s school music education is facing unprecedented opportunities and challenges, and rural music education has a long way to go. As an important part of education as a whole, every member of society should care about and support music education, especially rural music education, which is relatively backward, and strive to make music education in rural primary and secondary schools have a better appearance in a short period of time. Great improvements will be made to keep pace with music education in urban schools. Only in this way will the comprehensive implementation of quality education not become an empty talk.