(1) Emotional model

It is a teaching model with the purpose of perceiving beauty, experiencing beauty, understanding beauty, and expressing beauty, such as participation-experience model and situation-cultivation model. wait.

1． Participation-Experience Model

"Participation" means that teachers and students participate in teaching activities as equals in the classroom, and discuss, research, and solve problems together; " "Experience" refers to students' active participation in teaching activities and direct personal experience as the main form of teaching.

① Theoretical basis: Music aesthetic theory and modern psychological theory are its theoretical basis.

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Teaching goals: Based on aesthetic experience, with students’ active participation and direct experience of music activities as the main form, to promote the coordinated development of students’ emotional, cognitive and behavioral abilities , enable students to grow harmoniously physically and mentally, cultivate their souls, and establish a healthy aesthetic outlook.

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Operating procedures: Emotional arousal - directed excitement stage, emotional depth - perception and experience understanding stage, emotional externalization - creation stage. The emotional arousal stage is characterized by love of beauty, stimulating and cultivating students' interest in music learning. Emotional depth, that is, the stage of perception, experience and understanding, is characterized by appreciation of beauty and cultivates students' noble and healthy aesthetic ideals and interests. The emotional externalization stage is characterized by creating beauty and objectifying, objectifying, and formalizing the inner aesthetic emotional experience.

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Realization conditions: The realization condition of the participation-experience model is to highlight the subject status of students, and the status of teachers and students is equal. Teachers play a leading role in teaching, because issues such as when to involve students in teaching, how to participate, and how to effectively use participation activities all require teachers to carefully design according to specific situations.

⑤ Evaluation: First, the advantage of this model is that it can give full play to the main role of students, mobilize students' enthusiasm for learning, activate the classroom atmosphere, enable students to learn in pleasure, and enhance students' interest in learning music. Improve music concentration, enhance music memory, and ultimately achieve the goal of lifelong love for music. Second, this model encourages students to use multiple channels to participate

(singing, playing instruments, rhythm, performance, creation, etc.), fully mobilizing students' multiple senses, giving full play to the role of synaesthesia, and improving students' Feel the desire and ability to experience music, express music, and create music. Third, the participation-experience model can enhance emotional exchanges between teachers, students, and classmates, and cultivate and develop good and harmonious interpersonal relationships. Fourth, this model is also conducive to the integration of inside and outside the classroom, extending the music class to extracurricular, school and family. Fifth, this teaching model breaks the closed model and can give full play to students' enthusiasm and creativity, making each student the master of teaching activities and gaining many fresh feelings from it, which is very popular among students.

2. Situation-cultivation model

refers to using language, objects, music and other means in teaching activities to create a vivid and real situation, stimulate students' positive emotions, cultivate students' personality and aesthetic personality, and improve students' The spirit of autonomy and cooperation allows students to gain the ability to feel beauty, appreciate beauty, and create beauty in a relaxed and pleasant teaching atmosphere.

① Theoretical basis: Emotion-informed teaching theory, modern psychological theory and the "suggestion teaching theory" based on this are its theoretical basis.

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Teaching goals: Through multiple interactions of emotion, cognition and behavior, students’ emotions will be continuously cultivated and sublimated, their body and mind will grow harmoniously, and their personality will develop healthily. At the same time, students learn basic knowledge and skills of music and develop a correct aesthetic.

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Operating procedures: including the steps of creating a situation - experiencing the situation - summarizing and transforming. In the situation creation stage, according to the teaching purpose, teachers can create a vivid scene for students through language description, physical demonstration, music rendering, audio-visual education and other means to stimulate students' interest in learning. In the situational experience stage, students can learn in a specific atmosphere by participating in various games, singing, listening to music, performances and other activities. In the summary and transformation stage, teachers should make enlightening summaries so that students can understand what they have learned, achieve the unity of emotion and reason, and transform these emotional experiences into rational understanding.

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Realization conditions: In this model, teachers are the "stimulators" and

"sustainers" of students' emotions, so teachers are required to have a variety of ability, and arrange the music equipment, teaching aids, and teaching environment well. There must be a harmonious teacher-student relationship. Teachers and students enter the role together to make the situation more emotional and reasonable, so as to induce students' emotions and promote students' cognition.

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Evaluation: This kind of teaching based on situational feelings leads to emotion, from emotion to understanding, and from understanding to practice. Unifying cognition and emotion in the same situation and making full use of the emotional factors in the cognition process will achieve better results than pure perception.

(2) Behavior model

It is a teaching model aimed at motor and mental skills, such as demonstration-imitation teaching model, behavior-assisted teaching model, etc.

1． Demonstration-Imitation Teaching Model

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Theoretical Basis: Demonstration-Imitation Teaching Model is the oldest in history, one of the basic models that enables human experience to be generated and transmitted, and it is also a creative model. the basis of the activity. It refers to a teaching model in which teachers purposefully use demonstration skills as effective stimuli to induce students to take corresponding actions, so that they can effectively master skills through imitation. Skill learning focuses on the control and cultivation of students' behavioral habits. Learning theory is the basic theoretical basis for skill learning, such as motivation theory, principles of reinforcement and feedback, principles of active practice, principles of concentrated practice and distributed practice, principles of overall learning and partial learning, principles of learning transfer, etc., which should be followed in skill learning. .

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Teaching goal: enable students to master some basic music performance skills.

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Operating procedure: The operating procedure is orientation - participatory practice - independent practice - transfer. In the orientation stage, the teacher's demonstration of skills is used as an effective stimulus to arouse students' corresponding behavioral responses, allowing them to effectively master the operating principles and procedures of the skills through imitation. In the participatory practice stage, under the guidance of teachers, students imitate, correct, repeat, and improve to form correct skills and behavioral responses. The independent practice stage occurs after students have basically mastered the essentials of movements or operations. Students increase the amount of practice activities and practice independently. The transfer stage is the further deepening of imitation. It means that after students have mastered the movements and operation essentials proficiently, they can draw inferences from one example and apply them flexibly in new learning or creative activities, that is, they have formed a certain musical ability.

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Realization conditions: The formation of skills is mainly the result of students' own practice, and teachers have relatively little control over teaching.

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Evaluation: The students perform a large amount of activities and have a prominent main role. The teacher’s leading role is reflected in the teaching links such as orientation, skill demonstration, right and wrong analysis, and summary, and can only play a role. The role of demonstration, guidance and organization.

2. Behavior-assisted teaching model

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Theoretical basis: Behavior-assisted teaching model refers to the design and use of some teaching media as auxiliary means in the learning of music skills to stimulate students' interest in learning , enable students to understand and master music skills through multiple channels, improve learning efficiency, and speed up the process of skill mastery. The theoretical basis of this model is modern psychology and learning theory.

②Teaching objectives: Through teaching media and other auxiliary means, provide stimulation to people’s multiple senses, mobilize multiple senses such as sight and hearing, so that students can gain perceptions and experiences from different aspects, and accept Correct knowledge and skills can induce students' positive thinking and form an interest in learning music.

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Operating procedures: orientation - auxiliary practice - autonomous practice - transfer application. The orientation stage is the stage in which auxiliary means such as teaching media are designed and selected. In the auxiliary practice stage, students learn with the help of teaching media and other auxiliary means. In the autonomous practice stage, teachers should consciously increase the amount of practice activities and allow students to practice independently. The transfer stage is the final stage, which is a learning stage where students can transfer applications and draw inferences from one example.

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Realization conditions: In this teaching model, modern teaching media is a necessary teaching condition. Teachers should design and select teaching media and other auxiliary means to inspire students to use their brains, words, and hands to acquire knowledge and master skills. At the same time, students must also have strong independent learning abilities.

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Evaluation: The behavioral-assisted teaching model gives full play to the role of modern teaching methods, mobilizes students' multiple senses, reduces the difficulty of learning behavioral skills, and effectively uses limited learning time , cultivate students' ability to use intermediaries to adjust their own learning methods, steps, and progress, and improve learning efficiency.

(3) Cognitive model

It is a teaching model with the main purpose of developing students’ intelligence, such as the transmission-reception teaching model

(including traditional mode, heuristic mode, discussion mode, etc.), guidance-discovery teaching mode, self-study-guidance teaching mode, exploration-creation teaching mode, etc.

1． The transmission-reception teaching model

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Theoretical basis: The transmission-reception model is a basic teaching model that has long been commonly used in the teaching practice of primary and secondary schools in my country. It originated from the "five-stage teaching" proposed by Herbart and his disciple Chiler. It was later introduced to our country after the transformation of Soviet scholar Okailov and others, and it was further modified by the Chinese educational circles. Appropriate adjustments and modifications. This model focuses on the educational nature of teaching, the connection between old and new knowledge, and the systematic nature of knowledge. It still has important practical significance today. The theoretical basis of this model is the epistemology of dialectical materialism and related basic theories of psychology and education. It regards teaching as an activity for students to understand the objective world under the guidance of teachers.

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Teaching objectives: This model is mainly used to teach and learn systematic knowledge and skills.

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Operating procedures: Stimulate learning motivation - review old lessons - teach new knowledge - consolidate application - check and evaluate.

Through teacher teaching, students can move from perception to understanding to understanding of what they have learned, and then organize students to practice and consolidate what they have learned, and finally check the results of students' learning.

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Realization conditions: The teaching activities are mutual activities between teachers and students. Teachers directly control the teaching process and teach according to the rules of students’ cognitive activities. Teachers Control the entire teaching progress and control the students' learning process.

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Evaluation: The reason why the transmission-reception teaching model is widely adopted by primary and secondary schools in my country and has become the basic teaching model in our country is because it has the following advantages: First, It enables students to acquire more knowledge and information quickly and effectively per unit of time, which highlights the characteristics of teaching as a simple cognitive process and is one of the most economical modes for human beings to disseminate systematic knowledge and experience. Second, it can effectively play the leading role of teachers and easily achieve expected teaching goals. This model is mainly suitable for teaching book knowledge in subject courses, for strengthening the training of basic knowledge and basic skills, and for course teaching in the class teaching system. However, in this teaching model, students are in a passive position, which is not conducive to the full use of students' learning initiative. It has been criticized by various parties over the years. However, as the American psychologist Ausubel pointed out, learning is not necessarily mechanical and passive. The key is whether the content taught by the teacher has potential language materials and whether it can establish a substantive relationship with the original knowledge structure. Connection, can teachers inspire students to actively extract related old knowledge from their original knowledge structure to "fix" or "generate" new knowledge? If the above two points can be achieved, the unique function of this model in mastering music knowledge and skills cannot be denied.

2. Guidance-Discovery Teaching Model

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Theoretical Basis: Guidance-Discovery Teaching Model, also known as Guidance-Inquiry, is a problem-solving-centered approach that focuses on students’ independent activities and focuses on A teaching model focused on cultivating creative thinking ability and willpower. The theoretical basis of this model is Dewey's

"five-step teaching method", that is, the five steps of situation-problem-hypothesis-solution-verification.

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Teaching objectives: Guide students to use their hands and brains together, and use creative thinking to acquire musical skills and knowledge; cultivate students’ ability to discover, analyze and solve problems; develop Students’ inquiry attitudes and habits gradually develop exploration skills.

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Operating procedures: introduction-exploration-summarization-application. The teacher's introduction stage is the stage where students are guided from old knowledge to new knowledge, stimulate students' thinking, focus their attention, and generate interest in problem research. In the inquiry stage, teachers should help students actively form concepts, understand principles and general rules, and let students find answers on their own. In the induction stage, students, under the guidance of teachers, recombine and summarize old knowledge and new knowledge to form the ability to solve new problems. The application stage is a stage where students transfer or consolidate knowledge through practice and feedback reinforcement.

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Realization conditions: Teachers and students are in a collaborative relationship. Teachers must be good at asking questions, inspiring and inducing, and students can also carry out active activities and exert their dominant position.

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Evaluation: Its advantage lies in teaching students how to learn, which is conducive to the cultivation of students' exploration ability and different thinking. However, this model also has limitations. It requires students to have a certain knowledge reserve. At the same time, teaching and learning are more difficult and require teachers to have rich teaching experience.

3. Self-study-guided teaching model

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Theoretical basis: The self-study-guided teaching model is also called the learning-guided model. It means that teaching activities are mainly based on students’ self-study, and the teacher’s guidance runs through the students. Self-study teaching model from beginning to end. Its theoretical basis is

a dialectical and unified teaching view of "teaching as the leader and learning as the main body", a student psychological development view of "unification of independence and dependence", and a learning view of "learning to learn".

② Teaching objectives: Taking self-learning ability as the main goal, realizing the transformation from

"speaking" to "guiding".

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Operating procedures: Orientation - students' self-study - discussion and exchange - inspirational guidance - evaluation, summary, teacher's guidance runs through every link. The orientation stage refers to the stage when teachers put forward self-study requirements, reveal self-study content, and provide self-study outlines or self-study thinking questions, so that students can take the initiative to learn. In the self-study stage, students must study the teaching content by themselves and ask difficult questions on the basis of self-study. During the discussion and exchange stage, teachers should organize students to exchange learning experiences. The enlightenment and guidance stage is the stage where teachers solve doubts. In this stage, teachers should guide and answer questions raised by students, and teachers and students can also solve doubts together. The evaluation and summary stage aims to summarize and improve and give students constructive evaluation.

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Achievement conditions: First, teachers must have correct teaching guiding ideology, focusing on "learning" and "guiding" as the main line, that is, teachers are

"Instructors" and "guides" must fully believe that students can learn on their own and actively guide students to learn on their own. Second, teachers should design self-study outlines with clear requirements, provide necessary reference books and learning aids, and have a set of methods to guide students in self-study.

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Evaluation: The self-study-guided teaching model can improve students' learning initiative and subject awareness, is conducive to the cultivation of students' self-learning ability and study habits, and accelerates the development of creative thinking ability , adapt to the individual differences of students, and better solve the problem of how to teach students in accordance with their aptitude in collective teaching. Using this model, although teachers do less talking and only play the role of starting points and solving doubts, the requirements for teachers' leading role are higher. Teachers must not only be proficient in teaching materials and have careful conception of teaching procedures, but also be good at organizing during implementation and have the ability to control the overall situation. If teachers cannot do these things, the superiority of this teaching model will be difficult to reflect.

4. Exploration-Creation Teaching Model

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Theoretical basis: Exploration-Creation Teaching Model is a teaching model centered on researching and solving problems and focusing on cultivating students' independent research ability and creative thinking ability. . The theoretical basis of this model is Bruner's new elementalism theory and creative thinking theory.

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Teaching goals: The exploration-creation teaching model focuses on cultivating students' interest in learning music, improving students' ability to feel, create beauty and creative thinking.

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Operating procedures: preparation - analysis and exploration - creation of solutions - migration. In the preparation stage, teachers usually ask questions or students ask themselves, asking questions to grasp the characteristics. The analysis and exploration stage is the stage of collecting data to analyze problems and grasp the problems. Teachers should guide students to analyze the key points and key points of the problem from multiple perspectives, and establish a framework and sequence for solving the problem. The creative solution stage is the stage where students creatively solve problems. At this stage, students can make full use of creative imagination, carry out divergent thinking activities in a broad thinking space, put forward fluent, flexible and unique viewpoints as much as possible, and use convergent thinking to synthesize and concentrate, and choose the best solution to the problem. plan. The migration stage is the stage of summary, application and improvement.

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Realization conditions: In this teaching model, teachers should provide clues for students' exploration, guide students to analyze problems and creatively solve problems, and provide them with opportunities for independent thinking. As the subjects of exploration, students must have a strong sense of exploration, flexible methods of workaround, and an advanced sense of learning.

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Evaluation: First of all, the exploration-creation teaching model enriches the teaching content and form of music classes, stimulates students’ interest in learning, activates students’ thinking, and enables students to experience To the success and happiness brought by creation. Secondly, this model can also encourage students to pay active attention to the speed, intensity, melody and other musical expression methods of the work, deepen their understanding and understanding of various elements of music, enable students to master some basic creative techniques, and cultivate students' sense of beauty. , the ability to create beauty. Thirdly, the exploration-creation teaching model can not only expand students' knowledge horizons, cultivate students' imagination, divergent thinking and convergent thinking, and active learning habits and abilities, but also cultivate students' ability to comprehensively apply knowledge, and ultimately enable students to Students can develop comprehensively.