Paper on problems and strategies in high school music teaching

1. Problems in high school music teaching

Although most middle schools in our country New curriculum reforms have been implemented, but due to the constraints of traditional music classroom teaching, many middle school music teachings are in the transition stage from traditional education to quality education. There are many problems in high school music teaching in this process. Generally speaking, they are as follows: Points:

1. The goals of high school music teaching are unclear

At present, high school music teaching lacks specific teaching goals. Even if some schools have teaching goals, the goals are not clear enough, and the new curriculum The goal of high school music teaching under the background of reform is to improve students' aesthetic and appreciation abilities. When teaching music, most high schools do not use music teaching materials. Many teachers choose a relatively simple song from popular music to teach students. In this way, students only learn to sing a song and do not improve their music appreciation ability.

2. High school music teaching has a single form

At present, high school music teaching still uses traditional music teaching methods. Teachers only instill pure music knowledge into students, and the lecture format is single. Students are in a The state of passive learning is just taking notes, and students have no opportunity to practice. Although they are confused about the problems in music teaching, they do not ask the teacher for advice in time because music is not a required subject for the college entrance examination. This teaching method makes the original vivid music teaching abstract, and over time, students lose interest in learning music.

3. High school music teaching lacks reasonable evaluation methods

To stimulate students’ enthusiasm for learning music, teachers must use reasonable evaluation methods. At present, although high school music teaching is included in the assessment results, it is not included in the college entrance examination subjects. Therefore, many students think that passing the music score is enough, and do not work hard to improve their music appreciation and aesthetic abilities. Even some high school teachers believe that high school music teaching is not a subject of the college entrance examination, and there is no need to "embarrass" students in daily assessments. This kind of assessment idea is not conducive to improving students' aesthetic ability and appreciation ability.

2. High school music teaching methods in the context of the new curriculum reform

To do a good job in high school music teaching in the context of the new curriculum reform, high school music teachers must fully tap teaching resources and enrich Use a variety of teaching methods based on teaching resources. In addition, schools should also reform the existing music classroom teaching evaluation methods and focus on cultivating students' practical and aesthetic abilities in the teaching process.

1. Fully tap music teaching resources

Nowadays, middle school classrooms are equipped with multimedia equipment. Teachers can actively use Internet resources to collect teaching materials and enrich teaching content. In addition, many middle school music classrooms are equipped with a variety of musical instruments. Schools can appropriately arrange music courses related to these instruments to ensure that students can use the musical instruments provided by the school. In addition, teachers can also organize students to participate in music-related extracurricular activities to tap students' musical potential and improve students' practical and appreciation abilities.

2. Adopt diversified teaching methods

Traditional music teaching ignores the communication between teachers and students, and teachers cannot clearly understand the learning level of students. Therefore, in the process of music curriculum reform, teachers should focus on strengthening teacher-student communication and enhancing teacher-student interaction. For example, when teaching the traditional Peking Opera "The Story of the Red Lantern", the author first told the students about the historical background of "The Story of the Red Lantern" to stimulate students' interest in learning, and then played the classic clips from "The Story of the Red Lantern" to experience China with the students. people’s indomitable spirit, and then guide students to analyze the language characteristics of each character. Afterwards, the teacher explains the key points and techniques of singing, and organizes students to perform role plays or opera choreography.

3. Optimize the teaching evaluation model

In the process of high school music teaching reform, music course teaching evaluation should be the focus of the reform. Teachers should not only pay attention to the assessment of written scores, but also pay attention to Cultivate students' practical abilities. In addition, during the evaluation process, teachers must also include students' classroom performance and personal level into the overall assessment score.

3. Conclusion

In the context of the new curriculum reform, high school music classroom teaching should fully tap the school’s teaching resources, adopt diversified teaching methods, and use motivational evaluation methods to Improving students' music skills and appreciation abilities is the teaching goal, improving teaching efficiency and ensuring teaching quality. ;