Contents

Part One Preface

1. Nature and Value of the Course

2. Basic Concepts

3 , Design ideas of curriculum standards

Part 2 Curriculum Objectives

1. Overall Objectives

2. Academic Stage Objectives

3. Partial Content Standards

1. Feeling and Appreciation

2. Performance

3. Creation

4. Music and Related Culture

Part 4 Implementation Suggestions

1. Teaching Suggestions

2. Evaluation Suggestions

3. Development and Utilization of Curriculum Resources

4. Suggestions for compiling teaching materials

Part One Preface

Since the founding of the People’s Republic of China, music education in primary and secondary schools in my country has made great achievements in the development process. Especially in recent years, aesthetic education has been listed as one of the contents of the education policy. Music education has developed rapidly, the teaching staff has continued to expand, the reserve force has increased, and the level has been greatly improved. Music education scientific research has made great progress, and many outstanding achievements have been made. Results: With the increasing number of international music education exchange activities, some foreign music education ideas and teaching systems that can be used for reference have been systematically introduced and introduced; teaching methods are gradually being improved and enhanced. All this has laid a good foundation for the continued development of music education in our country. However, under the new historical conditions, the current music education concepts, content, methods, means and evaluation systems can no longer meet the requirements of the development of quality education. This situation affects the effective performance of the aesthetic function of music education and restricts the development of music education in primary and secondary schools in my country. Therefore, music education reform is imperative.

The formulation of the "Full-time Compulsory Education Music Curriculum Standards (Experimental Draft)" (hereinafter referred to as the "Standards") is an important step in the reform of music education. The "Standards" strive to embody the basic spirit of deepening educational reform and comprehensively promoting quality education, embodying the core of musical aesthetic experience, making the learning content vivid, interesting, colorful, with a distinct sense of the times and nationality, and guiding students to actively participate in music practice. Respect individuals' different music experiences and learning styles to improve students' aesthetic abilities, develop students' creative thinking, form good humanistic qualities, and lay a good foundation for students to love, learn, and enjoy music throughout their lives.

1. Nature and value of the course

Music is one of the oldest, most universal and infectious art forms of mankind. It is the realization of human thoughts and feelings through specific sound structures. An indispensable and important form of expression and communication, it is an organic part of human spiritual life; as an important form and carrier of human culture, it contains rich cultural and historical connotations, and its unique artistic charm accompanies the development of human history. development to meet people’s spiritual and cultural needs. The perception, performance and creation of music are a reflection of the basic qualities and abilities of human beings.

Music class is an important field of humanities, one of the main ways to implement aesthetic education, and a required course in the basic education stage.

The value of music courses is mainly reflected in the following aspects:

1. The value of aesthetic experience

Music education takes aesthetics as the core and mainly affects people's Emotional world. The basic value of music classes is to enable students to fully experience the beauty and rich emotions contained in the sound form of music through aesthetic activities focusing on listening to music, expressing music and music creation activities, and are attracted by the ideal realm of truth, goodness and beauty expressed in music. Intoxicated by it, it produces a strong emotional resonance, so that the role and function of music and art in purifying the soul, cultivating sentiment, enlightening wisdom, and complementing emotion and intelligence can be effectively brought into play, so as to help students develop healthy and noble aesthetic tastes and His positive and optimistic attitude towards life laid a good foundation for his lifelong love of music, art and life.

2. The value of creative development

Creation is the fundamental driving force for the historical development of art and even the entire society, and is an important manifestation of the function and value of art education. Music creation is full of charm because of its strong and clear personality.

In music classes, lively music appreciation, performance and creative activities can activate students' desire for expression and creative impulse, demonstrate their personality and creative talents through active participation, and enable their imagination and creative thinking to be fully utilized.

3. Social interaction value

Music is a group activity in many cases, such as unison, unison, chorus, ensemble, duet, ensemble, song and dance performances, etc. This kind of mutual interaction Coordinated group music activities are also a kind of interpersonal communication with music as a link. It helps to cultivate students' collective participation and a cooperative spirit of mutual respect. Successful music education should not only be carried out in the school classroom, but also in the larger social environment. Care for social music life and active participation in class, school and social music activities will enable students to develop a sense of community and a spirit of cooperation. and practical abilities are exercised and developed.

4. Cultural inheritance value

Music is an important carrier of human cultural inheritance and a precious cultural heritage and crystallization of wisdom of mankind. By studying Chinese folk music, students will understand and love the music culture of the motherland. The strong cohesion generated by the spread of Chinese folk music will help cultivate students' patriotism; by studying the music culture of other countries and nations in the world, students will It will broaden their aesthetic horizons, understand the richness and diversity of music culture of various ethnic groups in the world, and enhance their understanding, respect and love for different cultures.

2. Basic Concepts

1. With music aesthetics as the core

The basic concept with music aesthetics as the core should run through the entire process of music teaching. Cultivate students' beautiful sentiments and sound personality in a subtle way. The learning of basic music knowledge and basic skills should be organically infiltrated into the aesthetic experience of music art. Music teaching should be a process in which teachers and students jointly experience, discover, create, express and enjoy the beauty of music. In teaching, it is necessary to emphasize the emotional experience of music, guide students to grasp the overall form of music expression and emotional connotation according to the aesthetic performance characteristics of music art, and understand the role of music elements in music performance.

2. Use hobbies as motivation

Interest is the basic motivation for learning music, and it is the prerequisite for students to maintain close contact with music, enjoy music, and use music to beautify their lives. Music classes should give full play to the unique charm of music art. At different teaching stages, according to the students' physical and mental development rules and aesthetic psychological characteristics, use rich and colorful teaching content and lively teaching forms to stimulate and cultivate students' interest in learning. Teaching content should be integrated with students' life experience and strengthen the connection between music classes and social life.

3. Open to all students

The task of music classes in the compulsory education stage is not to cultivate specialized talents in music, but should be open to all students so that the musical potential of each student can be developed. and benefit them from it. All teaching activities in music classes should focus on students, with teacher-student interaction, and students' feelings about music and participation in music activities in an important position.

4. Pay attention to personality development

Every student has the right to learn music in his own unique way, enjoy the fun of music, participate in various music activities, and express personal emotions and intelligence. It is necessary to organically combine the universal participation of all students with teaching in accordance with their aptitude to develop different personalities, create lively, flexible and diverse teaching forms, and provide students with the possibility and space to develop their personalities.

5. Pay attention to music practice

The teaching process of music class is the practice process of music art. Therefore, all music teaching fields should pay attention to students' artistic practice and actively guide students to participate in various music activities as the basic way for students to enter music and gain musical aesthetic experience. Through music art practice, students' self-confidence in music performance is enhanced, and a good sense of cooperation and team spirit are cultivated.

6. Encourage music creation

The purpose of music creation in primary and secondary school music courses is to enrich students' image thinking through music and develop students' creative potential.

In the teaching process, the content, form and scenarios of lively and interesting creative activities should be set up to develop students' imagination and enhance students' creative awareness. The evaluation of music creation activities should mainly focus on the process of creative activities. 7. Promote subject synthesis

The synthesis of music teaching includes the synthesis of different fields of music teaching; the synthesis of music and sister arts such as dance, drama, film and television, and fine arts; the synthesis of music and other disciplines other than art. comprehensive. In implementation, integration should take music as the main line of teaching and build connections with other art categories and other disciplines through specific music materials.

8. Promote national music

The excellent traditional music of all ethnic groups in my country should be used as an important teaching content in music classes. By learning national music, students can understand and love the music culture of the motherland. , enhance national consciousness and patriotic sentiment. With the development of the times and changes in social life, excellent national music works that reflect modern and contemporary Chinese social life should also be included in the teaching of music classes.

9. Understanding multiculturalism

World peace and development depend on the understanding and respect of different national cultures. While emphasizing the promotion of national music, we should also use a broad vision to learn, understand and respect the music culture of other countries and nations in the world, and enable students to establish equal multicultural values ????through music teaching, so as to facilitate our enjoyment of human civilization. All excellent results.

10. Improve the evaluation mechanism

On the premise of reflecting the goals of quality education, a comprehensive evaluation mechanism should be established based on the value of music courses and the realization of basic goals as the starting point for evaluation. Evaluation should include three levels: students, teachers and course management, and can adopt various forms such as self-evaluation, peer evaluation and other evaluation. Evaluation indicators should not only cover different teaching fields of music, but also pay attention to students' interests, hobbies, emotional reactions, participation attitudes and degrees in music, as well as the effectiveness of the process and methods of teachers guiding students into music, and many other aspects. We should be good at using evaluation in the dynamic teaching process to promote student development, improve teachers' teaching level and improve teaching management.

3. Design Ideas for Curriculum Standards

The backbone of this "Standards" is presented at different levels, fields, and sections, and is reflected in the external aspects from curriculum objectives to content standards. ization process. As shown in the figure:

Course objectives (reflected in three levels)

Emotional attitudes and values, process and method knowledge and skills

↓

Teaching areas (including four areas)

Feeling and appreciating performance, creating music and related culture

↓

Content standards (distributed into three learning areas) Section)

Grades 1 to 2, Grades 3 to 6, Grades 7 to 9

Part 2 Curriculum Objectives

1. Overall Objectives

The setting of music curriculum goals is based on the realization of the value of music curriculum. Through teaching and various vivid music practice activities, students are cultivated to love music, develop music perception and appreciation abilities, performance abilities and creative abilities, improve musical cultural literacy, enrich emotional experience, and cultivate noble sentiments. The above curriculum objectives are contained in the following three levels of expression.

(1) Emotional attitudes and values

1. Enrich emotional experience and cultivate a positive and optimistic attitude towards life. Through music learning, students’ emotional world can be infected and influenced, and the students’ emotional world can be influenced and influenced subtly. It builds a deep love for relatives, others, human beings, and all beautiful things, and then develops a positive and optimistic attitude towards life and the yearning and pursuit of a better future.

2. Cultivate interest in music and establish a desire for lifelong learning

Guide students to enter music through various effective channels and methods, and love music while personally participating in music activities. Master the basic knowledge and preliminary skills of music, gradually develop good habits of music appreciation, and lay the foundation for a lifelong love of music.

3. Improve music aesthetic ability and cultivate noble sentiments

Cultivate the ability to appreciate and evaluate music through the feeling and understanding of the mood, style, ideological tendency and humanistic connotation of musical works. Develop a healthy and upward aesthetic taste so that students can be nurtured by noble sentiments in the world of music and art that is true, good and beautiful.

4. Cultivate the spirit of patriotism and collectivism

Cultivate students' moral integrity through the praise and praise of the motherland, people, history, culture and social development expressed in musical works. Patriotic feelings; in music practice activities, cultivate students' good behavioral habits and the consciousness of tolerance, understanding, mutual respect, unity and cooperation, and the spirit of collectivism.

5. Respect art and understand multiculturalism

Respect the creative labor of artists, respect works of art, and develop a good habit of appreciating art. By studying works from different countries, different ethnic groups, and different eras, you can perceive the national styles and emotions in music, understand the musical traditions of different nations, and love the music of the Chinese nation and other nations around the world.

(2) Process and Method

1. Experience

Advocate to listen to music works completely and fully, so that students can gain a pleasant feeling in the process of music aesthetics and experience; inspire students to fully develop their imagination in a state of active experience; protect and encourage students' independent opinions in music experience.

2. Imitation

According to the physical and mental characteristics of middle and lower grade students, starting from the basic elements of music, through imitation, accumulation of perceptual experience will lay the foundation for the further development of musical expression and creative abilities. .

3. Inquiry

By providing open and interesting music learning situations, it stimulates students’ curiosity and desire to explore music, and guides students to perform improvisationally and freely. Characteristic inquiry and creation activities, focusing on the inquiry process of developing students' creative thinking.

4. Cooperation

Make full use of the collective performance form and practice process of music and art to cultivate students' good sense of cooperation and coordination ability in groups.

5. Comprehensive

Effectively penetrate and apply other forms of artistic expression into music teaching, and help students understand the meaning of music more intuitively through comprehensive art practice with music as the main line. Meaning and its value in human artistic activities.

(3) Knowledge and skills

1. Basic knowledge of music

Learn and understand the basic performance elements of music (such as dynamics, speed, timbre, rhythm, melody , harmony, etc.) and basic knowledge of common music structures (forms) and musical genres, effectively promoting the formation and development of students' musical aesthetic abilities.

2. Basic music skills

Cultivate students to sing confidently, naturally, and expressively; learn the preliminary skills of singing and playing; read music scores based on the auditory perception of music, and practice in music Use musical notation in expressive activities.

3. Music creation and historical background

Express your emotions through free and improvisational creation, and learn simple music creation knowledge and skills. By understanding the composer's life and the themes, genres, and styles of his works, you can understand the brief history of the development of Chinese and foreign music, initially identify the music of different eras and different nations, and deepen your knowledge and understanding of Chinese national music.

4. Music and related cultures

Understand the connection between music and sister arts, perceive the main expression methods and artistic form characteristics of different art categories, and understand other subjects besides music and art contact. Based on your own life experience and knowledge you have learned, you can understand the social functions of music and understand the relationship between music and social life.

2. School Stage Objectives

The above curriculum objectives will be divided into 3 school stages, which will be reflected in the 9 school years of compulsory education. The main goals of segmentation are as follows:

(1) Grades 1 to 2

It should be fully noted that students in this period mainly think in images, are curious, active, and have strong imitation ability With their physical and mental characteristics, they are good at making use of children's natural voices and dexterous bodies, and use comprehensive methods that combine songs, dances, pictures, and games to conduct intuitive teaching.

Music listening materials should be short, interesting, and vivid. Inspire and cultivate students' interest in music. Develop music perception and experience the beauty of music. Able to sing naturally and expressively, and willing to participate in other musical expressions and improvisational activities. Cultivate an optimistic attitude and a spirit of camaraderie.

(2) Grades 3 to 6

Students’ life scope and cognitive fields are further expanded, and their ability to experience, explore and create activities is enhanced. Attention should be paid to guiding students' overall experience of music, enriching the genres and forms of teaching repertoire, increasing the weight of musical instrument performance and music creation activities, and attracting students with lively teaching forms and artistic charm. Maintain students' interest in music and make students willing to participate in music activities. Cultivate the ability to feel and appreciate music. Develop the ability to express music. Cultivate artistic imagination and creativity. Cultivate an optimistic attitude and a spirit of camaraderie.

(3) Grades 7 to 9

Students are becoming more physically and psychologically mature, their awareness of participation and desire for communication are enhanced, their ways of obtaining knowledge and information are increasing, and they are forming their own characteristics in learning. Initial experience, the way of expressing emotions has changed significantly compared with students in grades 1 to 6. The basic skills of expressing music should be consolidated and improved through various forms of artistic practice activities. Expand the scope of music appreciation and more consciously integrate the humanistic connotation of music into teaching. Students in grades 7 to 9 are in the period of voice change, so they should appropriately reduce the number of singing requirements and pay attention to voice protection. Increase students' interest in music, make students pay attention to and be willing to participate in music activities. Improve the ability to feel and evaluate music, and initially develop good music appreciation habits. Develop the ability to express music. Enrich and enhance artistic imagination and creativity. Cultivate a rich interest in life and an optimistic attitude, enhance group awareness, and exercise cooperation and coordination abilities.

Part Three Content Standards

Expression Framework of this Part

Elements of Musical Expression

Music Mood and Emotion

Area One: Feeling and Appreciation——

Music Genres and Forms

Music Styles and Genres

Singing

Performance

Area 2: Performance——

Comprehensive artistic performance

Reading music scores

Exploring sound and music

Domain Three: Creation - Improvisation

Creative Practice

Music and Social Life

Domain Four: Music and Related Cultures - Music and Sister Arts

Other subjects other than music and art

Content standards for each academic section

1. Feeling and appreciation

Feeling and appreciation are This important area of ??music learning is the basis of the entire music learning activities and an effective way to cultivate students' musical aesthetic ability. The formation of good music perception and appreciation abilities is of great significance for enriching emotions, improving cultural literacy, and improving physical and mental health. During teaching, students should be stimulated to be interested in listening to music, develop good habits of listening to music, and gradually accumulate experience in music appreciation. Various forms should be used to guide students to actively participate in music experience, encourage students to have independent feelings and opinions about the music they listen to, help students establish a close connection between music and life, and lay the foundation for lifelong learning and enjoyment of music.

Content Music Performance Elements

Standard Grades 1 to 2

Experience various sounds in nature and life. Ability to imitate using your own voice or percussion instruments. Can make corresponding emotional or physical reactions when listening to singing.

Can hear and distinguish children's voices, female voices and male voices.

Feel the sound of the instrument. Can hear and distinguish the timbre of percussion instruments, and can use percussion instruments to play sounds of different strengths, weaknesses, and lengths.

Be able to feel and describe changes in intensity and speed in music.

Standard Grades 3 to 6

Be curious and interested in various sounds in nature and life, and be able to imitate them with your own voice or musical instruments. Able to hum along with familiar songs or music, or respond physically.

Able to hear different types of female and male voices. Know common Chinese ethnic musical instruments and Western musical instruments, and be able to distinguish their timbres.

In the process of perceiving the rhythm and melody of music, you can initially identify the difference in beats, and you can listen to the pitch, speed, and strength of the melody.

Be able to perceive changes in musical themes, phrases and paragraphs, and be able to use body posture, lines, and colors to respond accordingly.

Standard Grades 7 to 9

Have the interest and desire to listen to and explore various sounds, and be able to use different objects to explore different sounds.

Deepen your understanding and experience of singing and musical instruments. Be able to explain the classification and timbre characteristics of human voices and common musical instruments.

Be able to understand and evaluate the role of musical expression in the process of perceiving musical expression elements such as intensity, speed, timbre, rhythm, melody, and harmony.

Perceive the structure of music and be able to simply express the contrast and changes in different sections of the music you listen to.

Content Music Moods and Emotions

Standard Grades 1 to 2

Experience music with different emotions and be able to naturally show corresponding expressions or make body reactions.

Experience and express the similarities and differences in musical emotions.

Standard for Grades 3 to 6

Listen to music with different emotions and be able to use language to make simple descriptions.

Be able to experience and briefly describe changes in musical mood.

Standard Grades 7 to 9

Be able to actively experience various emotions expressed by music and describe them using musical expression terms.

Be able to perceive the development and changes of musical emotions and express them briefly or through various forms.

Content Music Genres and Forms

Standard Grades 1 to 2

Listen to children’s songs, nursery rhymes, marches and dance music, and be able to interpret what you listen to through model singing and percussion. Respond to music and be able to walk and dance to march and dance music.

Be able to distinguish between solo singing, solo singing, unison singing, and unison singing.

Standard Grades 3 to 6

Listen to children’s songs, carols, lyric songs, narrative songs, art songs, popular songs and other genres and categories, and be able to follow the songs Hum softly or silently.

Listen to instrumental music of different genres and categories, and be able to respond to the music you listen to through rhythm or percussion.

Be able to distinguish between unison and chorus, unison and ensemble.

Be able to initially identify small music genres and forms, and be able to listen to the music theme and name the music, 2 to 4 pieces per school year.

Standard Grades 7 to 9

Listen to cantata, suites, chamber music, concertos, symphonies, operas, dance drama music and other genres of songs and music, and use various forms Respond to the music you listen to.

Distinguish different genres and forms by listening to music, and be able to listen to the music theme and name the music, 2 to 4 songs per school year.

Be able to briefly analyze the role of music genre and form in music performance based on the music you listen to.

Content Music Styles and Genres

Standard Grades 1 to 2

Listen to children’s songs, nursery rhymes and small instrumental music or music fragments from different countries, regions and ethnic groups, Get an initial feel for its different styles.

Standard Grades 3 to 6

Listen to Chinese folk music and know some representative regional and ethnic folk songs, folk songs and dances, folk instrumental music and operas, folk art music, etc. Learn about its different styles.

Listen to national folk music from all over the world and feel the different styles of some countries and national music.

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