Let’s talk about the problems and countermeasures in primary school music teaching

As a people’s teacher, we usually need to know the teaching problems and countermeasures. Knowing the teaching problems and countermeasures will help us accurately grasp the teaching materials the key points and difficulties, and then choose appropriate teaching methods. The following is my help to sort out the problems and countermeasures in primary school music teaching for your reference. I hope it can help friends in need.

Abstract There are many problems in music teaching in primary schools in rural areas. Based on this, the article first discusses the teaching of music in rural primary schools from three perspectives: teaching environment, teacher level, and curriculum cognition. Problems existing in music teaching, and then put forward several suggestions on how to resolve these problems, including strengthening the construction of teaching environment, implementing the construction of teaching team, stimulating students' interest in learning, etc., hoping to be beneficial to the improvement and development of music teaching in rural primary schools.

Keywords rural areas; primary school music; problems; countermeasures

As one of the main courses in basic education, music courses are important for students’ music knowledge learning, aesthetic ability development and comprehensive quality improvement. All have an important role that cannot be underestimated. However, for a long time, due to the influence of various subjective and objective factors, the importance of music courses has not been fully paid attention to. There are also many problems in the teaching process. These problems are particularly prominent in rural primary schools and have seriously affected rural primary school students. comprehensive development and growth. Based on this, starting from the current situation of music teaching in rural primary schools, the article discusses in detail the problems existing in its teaching links and the countermeasures to resolve them.

1. Analysis of problems existing in music teaching in rural primary schools

(1) Lack of teaching environment

A good teaching environment is a prerequisite for the effective development of music teaching. one. With the deepening of the concept of quality education and the increasing investment in basic education, the music teaching environment has been significantly improved. Many urban primary schools are even equipped with multi-functional music classrooms. However, in comparison, the music teaching environment in rural primary schools is It is still relatively lacking, which can certainly be attributed to the lack of attention paid by schools, but is also inextricably linked to the lack of education funding. For example, the introduction of musical instruments into textbooks is a development trend in primary school music teaching. However, a considerable number of rural primary schools are relatively lacking in musical instruments, with only a few basic instruments, and there are problems of aging and dilapidation. Not only that, some rural primary schools are not even equipped with basic music teaching tools, such as books, audio and video materials.

(2) Poor teaching quality

Teachers are the key factor in course teaching. Their teaching ability and teaching level are directly related to students’ learning results. Therefore, professionalism The teaching team has become the premise and foundation of music teaching in rural primary schools. But as far as the current situation of music teaching in rural primary schools is concerned, it is obvious that the quality of teachers is not good. First of all, many rural primary schools are extremely short of music teachers. One teacher is responsible for the music teaching of several classes or even a dozen classes. The phenomenon of cross-grade teaching is very common, and the teaching tasks are quite heavy. Some rural primary schools even let other courses teach music on their behalf, and the professionalism can be imagined; secondly, the age structure of music teachers in rural primary schools is generally older, and their teaching thinking and teaching methods are still stuck more than ten years ago, and they are not good at using new methods. The teaching methods are poor and the teacher-student relationship is not harmonious.

(3) Curriculum Cognitive Bias

Everyone knows the importance of music courses to the growth and development of primary school students. Moreover, as the concept of quality education becomes increasingly popular today, the importance of music courses will continue to be highlighted. However, due to the influence of their environment, rural primary schools still have considerable deviations in their understanding of music courses. First of all, rural primary school leaders are still deeply influenced by test-oriented thinking. They regard music classes as "minor subjects" and their investment in teaching resources and class arrangements are far inferior to "main subjects" such as Chinese and mathematics, which affects teachers. Secondly, the cultural level of parents of rural primary school students is generally not high. They believe that reading is Chinese, mathematics, and English. As for music, art, physical education, etc., they are dispensable courses. They do not support students’ music learning, and even more There are objections; finally, students, as the main body of music learning, although they are quite interested in music courses, are restricted by many internal and external factors, and it is bound to be difficult to establish a correct view of music learning.

2. Discussion on Countermeasures to Strengthen Music Teaching in Rural Primary Schools

(1) Strengthen the Construction of Teaching Environment

Rural primary schools are affected by many factors such as their environment and education funds. Restricted by factors, the teaching environment is relatively weak compared to urban primary schools, which inevitably weakens the effect of music teaching in rural primary schools. For this reason, it is particularly necessary to strengthen the construction of the teaching environment. First of all, both the education authorities and the schools themselves must pay more attention to music teaching, especially the construction of music teaching infrastructure. The education authorities need to closely follow the current situation of rural music teaching and formulate detailed development plans for it, and then allocate special construction funds on this basis, such as venue modification fees, equipment purchase fees, equipment maintenance fees, etc., to gradually reduce the number of rural primary schools and urban areas. The gap in the teaching environment of primary schools; secondly, rural schools must correct the misunderstanding of music teaching, correct the attitude of music teaching based on the music education curriculum standards, ensure that special funds for music teaching can be implemented, and at the same time rationalize the curriculum Make arrangements to avoid taking up classes.

(2) Implement the construction of teaching team

Teachers are the core element of education and teaching. The current teaching staff of music teaching in rural primary schools is obviously difficult to meet the actual needs of students’ music learning. Strengthening the teaching staff Team building is particularly necessary. First, the school must expand the number of teaching staff. In response to the current extreme shortage of music teachers in rural primary schools, the education authorities need to formulate corresponding talent attraction mechanisms to attract young students who have just graduated from normal colleges to go to the countryside and take root at the grassroots level, adding value to the development of rural music education. New blood; Secondly, the school must strengthen the construction of the teaching team. The main problem of music teaching in rural primary schools is that the age structure of the teaching team is relatively large, which restricts their understanding and acceptance of new things. Schools must often arrange teachers for further training, such as going to urban primary schools to observe their music teaching methods and learn from them; finally , Teachers should also strengthen their own professional ability building, read more books and papers related to subject majors and teaching activities, and improve their theoretical level.

(3) Stimulate students’ interest in learning

Students are the main body in music course learning, and interest is the core element that affects students’ learning effectiveness. Therefore, teachers should try their best to downplay the adverse effects of external factors on students' music learning during teaching, and rely on innovations in teaching models and teaching methods to stimulate students' intrinsic interest in learning, so as to effectively break through various problems in music teaching. As far as the teaching of "Colorful Clouds Chasing the Moon" is concerned, in order to allow students to better perceive the emotions condensed in this piece of music and the atmosphere it renders, teachers can skillfully use multimedia tools to construct a structure for students during the teaching process. A beautiful picture of colorful clouds chasing the moon, supplemented by poetry recitation or song appreciation, can stimulate students' sensory systems from multiple perspectives such as vision and hearing, thereby stimulating their interest in learning. In this way, students' initiative and enthusiasm in learning will become more prominent, and music teaching can also achieve better results. Of course, in addition to this, teachers can also introduce various educational and teaching methods such as group teaching methods.

3. Conclusion

Music education has far-reaching significance for the growth and development of primary school students. However, in rural areas, restricted by multiple factors of the economic environment, the effect of music education has been poor for a long time, and there are many problems. problem. These problems are both conceptual and material. Education authorities and even schools and teachers need to take targeted response measures from multiple levels to improve the effectiveness of primary school music education in rural areas.

References

[1] Sun Zuodong. Wang Hui. Research on the current situation and countermeasures of the quality of music teachers in rural primary schools [J]. Teaching and Management, 2012, (03): 44-45 .

[2] Wang Wenxia. A brief analysis of the current situation and countermeasures of music teaching in rural primary schools [J]. China Out-of-School Education, 2010, (12): 278.

[3] Liu Tao .Problems and Countermeasures in Music Teaching in Rural Primary Schools[J]. The Road to Talent, 2015, (24):86. Talking about the Problems and Countermeasures in Music Teaching in Primary Schools 1

Abstract Along with the new curriculum reform With the continuous advancement of education, music, as an art subject, has the same purpose as other subject education and is an element for the growth of primary school students. After the curriculum reform, the form of music teaching has undergone great changes.

However, due to the influence of traditional teaching concepts, some primary school music teaching has not been taken seriously by schools and teachers. There are still some problems in the form of music education, teaching curriculum, and the comprehensive quality of teachers themselves, which need to be improved in actual teaching to promote the development of music education. Therefore, this article conducts a detailed discussion on the existing problems and coping strategies in primary school music teaching. The main purpose of this study is to improve the quality of primary school music teaching.

Keywords primary school music; teaching classroom; existing problems; coping strategies

In my country’s new curriculum reform guidance outline, it is required to pay attention to the comprehensive development of primary school students’ moral, intellectual and physical development. Since primary school students are in the enlightenment stage of learning and growth, music can improve the overall quality of primary school students to a great extent. Music education has an enlightening effect on the minds of primary school students and can make their minds more active. Through music education and teaching activities, students can improve their understanding of beauty, which is a major responsibility for schools and music teachers. At present, there are many problems in the development process of primary school music teaching. How to enrich primary school students' music knowledge and give full play to the educational function of music courses has become an important research topic in the field of education today.

1. Shortcomings in primary school music teaching activities

(1) Formalization of actual teaching activities

Nowadays, some music teachers in primary schools The content taught deviates from the students' real life, making it difficult for students to understand the basic knowledge of music. In the long run, students lose interest in learning music knowledge. Music teachers often aim to complete teaching tasks and are too formal in the process of carrying out teaching activities. Students are prone to become resistant to the music teaching content and lose interest in learning. In addition, teachers ignore the important role of music education in students' physical and mental development, and therefore fail to promote student growth as the core goal in actual teaching. There are also some music teachers who do not have enough understanding of the new curriculum reform. They believe that introducing popular songs into primary school music classes is a manifestation of educational innovation. They do not pay attention to whether the melody of the selected music is beautiful or whether the lyrics are difficult to pronounce. They just proceed step by step. Teaching activities, which makes students fail to master the corresponding knowledge points from the music class.

(2) The goals of teaching activities are unclear

In the current primary school music classroom, music teachers have not set clear goals for the curriculum. In order to innovate the form of teaching activities, some teachers Using the question-and-answer method to carry out teaching activities can achieve better teaching results. However, in actual practice, too much use of questioning methods often leads to the neglect of teaching objectives. There are also some teachers who excessively expand extracurricular music and spend most of their energy on organizing various music activities. Although the classroom atmosphere is active, primary school students do not really learn knowledge from it, and even do not understand the key points of the lesson. content. It is precisely because of such differentiated education methods that the goals of music education activities become unclear, affecting students' enthusiasm for learning, and the role of music education cannot be fully utilized.

(3) Teachers’ professional level is low

Music is an art subject that can not only cultivate people’s sentiments, but also improve people’s taste in life. Music education has certain particularities and requires music teachers to have a high professional level and artistic accomplishment. In many primary schools, music teachers do not graduate from music majors, and some teachers are even teachers of other subjects who teach music courses. The teaching quality of music creation, work appreciation, and music theory courses conducted by such a teaching team is greatly affected. Due to the lack of understanding of music teaching, the close connection between music and real life is ignored. Therefore, such music teachers fail to correctly guide students to learn music knowledge and improve students' musical literacy, and even some students' musical potential is buried.

2. Analysis of strategies for optimizing music teaching in primary schools

(1) Abandoning traditional teaching concepts

Under our country’s education system, music education in primary schools has never been Be taken seriously. In order to improve students' performance in cultural courses, schools mainly conduct in-depth research on the teaching of main subjects, and less research on music courses. Therefore, abandoning traditional teaching concepts, improving the form of music teaching, and improving the quality of music teaching in primary schools have become current key research topics.

Music teachers should pay attention to the connection between music and daily life, improve primary school students' interest in music, and through the development of music activities, primary school students can learn to cooperate with each other, improve collective consciousness, and feel the unique artistic charm of music, making students' learning life more colorful. At the same time, a pleasant learning environment can make teachers and students feel happy, which will help improve students' efficiency in learning other cultural courses, and thus better integrate life and learning.

(2) Clarify the objectives of primary school music teaching

Music education is an important part of primary school teaching, and clear classroom teaching objectives are the prerequisite for ensuring the quality of music education. In terms of music education, teachers should understand students' actual living conditions, design teaching courses according to teaching objectives, stimulate students' interest in learning, and improve students' enthusiasm for participation, so as to better cultivate students' musical literacy. Use the uniqueness of music to attract and infect primary school students and make them aware of the significance of learning music. During the teaching process, teachers should clarify the teaching objectives, let primary school students grasp the key points of music knowledge, and study and practice in an orderly manner, so as to avoid frustration of students' enthusiasm. Teachers can also guide students to actively participate in music teaching, and improve students' musical literacy by stimulating students' creativity, so that music teaching can be developed.

(3) Improving the professional level of teachers themselves

The quality of music teachers plays a vital role in the education process. Only by continuously improving the professional level of teachers can they give full play to Leading role in music teaching. In the stage of selecting and hiring teachers, schools must strictly require the personal professionalism of music teachers and pay attention to teachers' subject knowledge and professional ethics. For school teachers, their awareness of the importance of music teaching should be improved, so that music teachers can understand the shortcomings in traditional music teaching, and use multimedia technology to modernize teaching methods so that primary school students can perceive music more intuitively, thereby enriching Music knowledge mastered by primary school students. Through teachers’ continuous self-improvement, the content and form of music teaching activities can be improved. In the process of learning music, primary school students can cultivate their own excellent comprehensive qualities. In the process of improving teaching, music teachers must conform to the development direction of the times and solve problems that arise during the teaching process so that primary school music education can develop in the long term.

3. Conclusion

In summary, music, as a special art and culture course that pleases the body and mind, soothes emotions, and improves one's comprehensive quality, plays a considerable role in the development of primary school students. important role. Due to the immature psychology of primary school students, music teachers need to patiently guide and create a relaxed and pleasant learning atmosphere in actual teaching classes. Schools should abandon traditional educational concepts, pay attention to the all-round development of primary school students, regularly organize music teachers to study music knowledge in depth, and find teaching methods suitable for primary school music. It is hoped that in the future of primary school music education, through more efforts and persistence of each music teacher, primary school students will receive better music education and primary school music education will be truly reformed.

References:

[1] Zhu Yuhua. Emotional blending and charming music - a brief discussion on effective teaching strategies for primary school music [J]. Reading and Writing (Education and Teaching Journal), 2016 , (09): 245.

[2] Yu Zhengzhi. Problems and coping strategies in music teaching in preschool education majors in secondary vocational schools [J]. Contemporary Music, 2016, (15): 24-26 .

[3] Zhang Zijing. Brief analysis of existing problems and coping strategies in primary school Chinese reading teaching [J]. Science and Technology Innovation Herald, 2015, (01): 112+114. ;