Part 1 Preface Music is one of the oldest, most universal and infectious art forms of mankind. It is an indispensable and important tool for human beings to express and communicate their thoughts and feelings through specific sound structures. Form is an integral part of human spiritual life. As an important form and carrier of human culture, music contains rich cultural and historical connotations, and its unique artistic charm accompanies the development of human history and meets people's spiritual and cultural needs. The perception, expression and creation of music are a basic quality and ability of human beings. Music has an extensive and close connection with life, and has a profound impact on people's overall development. Especially in today's era of rapid development of science, technology and economy, music education has shown its unique functions and effects in promoting human development and promoting social progress. The formulation of "General High School Music Curriculum Standards" is an important part of high school education reform. The "General High School Music Curriculum Standards" strive to meet the requirements of quality education, reflect the training goals of general high school education, establish the basic concept of the curriculum with music aesthetics as the core, and build a curriculum that meets the needs of social development and reflects the contemporary, basic and selective combination. The general high school music course lays the foundation for the lifelong development of each high school student's musical cultural literacy. 1. Nature of the course: The ordinary high school music course is connected with the music or art courses in the nine-year compulsory education stage. It is an important way to implement aesthetic education in high school and is a required course for all students. In ordinary high school music courses, through appreciation and performance of music and aesthetic activities in other art forms, students can fully experience the beauty of music and the rich emotions contained in it, and be attracted and intoxicated by the realm of truth, goodness and beauty expressed in music, and then produce Strong emotional responses and emotional experiences. The non-conceptual and non-representational characteristics of music sound materials provide a broad space for students to experience, understand and create music. They can activate students' desire for expression and creative impulse, allowing students to show their personality and creative talents through active participation. . Rich and diverse music practice activities help to cultivate students' group consciousness and mutual respect for cooperation, so that students' team consciousness and ability to work together can be exercised and developed. Music is an important carrier of human cultural inheritance. Learning the long-standing and profound Chinese folk music will help students understand and love the culture of the motherland. Learning the rich and colorful music of various ethnic groups around the world will expand their musical cultural horizons and help students understand different cultures. understanding and respect. Therefore, high school music courses play an irreplaceable role in promoting students' comprehensive and individual development. 2. Basic concepts of the course 1. The basic concept of cultivating interests and hobbies with music aesthetics as the core should run through the entire process of music teaching, and cultivate students' beautiful sentiments and sound personalities in a subtle way. The learning of basic music knowledge and skills should be organically integrated into the aesthetic experience of music art. Music teaching should be a process in which teachers and students jointly feel, identify, judge, 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 performance characteristics of music art, and understand the role of music elements in music performance. Interest is the basic motivation for learning music and the prerequisite for students to maintain close contact with music, feel music, and use music to beautify and enrich their lives. Music classes should give full play to the unique charm of music art, and cultivate students' lasting and stable interest and hobbies in music art based on the physical and mental development patterns and aesthetic psychological characteristics of high school students with rich and colorful teaching content and lively teaching forms. 2． Facing all students and focusing on individual development, the basic task of general high school music courses is to improve each student's musical literacy, so that students can develop their potential in all aspects and benefit from it. The teaching activities of ordinary high school music classes should be open to all students, with students as the main body, and put students' feelings about music and participation in music activities in an important position. While improving the musical literacy of all students, general high school music courses should also provide students with musical expertise and special interests in music with the possibility and space to develop their personalities to meet the development needs of different students. Therefore, the content of ordinary high school music classes should reflect the characteristics of diversity and selectivity, and should organically combine the universal participation of all students with the development of different personalities in accordance with their aptitude. 3. Pay attention to music practice and enhance creative awareness. The teaching process of ordinary high school music classes is the artistic practice process of music.

Therefore, in all music teaching activities, students should be stimulated to participate actively and creatively, and attach importance to artistic practice as the basic way for students to gain musical aesthetic experience and learn music knowledge and skills. Through music art practice, students' self-confidence in music performance is enhanced, and good team awareness and cooperation spirit are cultivated. Music composition in general high school music courses is designed to further develop students' creative potential. During the teaching process, vivid and interesting creative activity contents, forms and scenarios should be set up to develop students' imagination, enhance students' creative awareness, and make preliminary attempts at music creation. 4. Promote national music and understand multiculturalism. General high school music courses should take the excellent traditional music of my country's various ethnic groups and excellent musical works reflecting modern and contemporary Chinese social life as important teaching contents, so that students can understand and love the music culture of the motherland and enhance National consciousness and cultivate patriotism. World peace and development depend on understanding and respect for different national cultures. While emphasizing the promotion of national music culture, we should also experience, learn, understand and respect the music culture of other countries and nations in the world with a broad vision. Through music teaching, students can establish equal multicultural values ??and cherish human cultural heritage, so that we can enjoy all the outstanding achievements of human civilization. 3. Course design ideas 1. The setting of modules is based on the training objectives of general high school education and the nature of music courses. In order to reflect the general requirements of the new curriculum system of general high schools that the course content should be contemporary, basic and selective, fully realize the curriculum goals of high school music and meet Students have different interests and specialties in music. The content structure of the high school music course consists of six modules for students to choose and study independently. The six modules are: Music Appreciation, Singing, Performance, Creation, Music and Dance, and Music and Drama Performance. Music appreciation mainly cultivates students' music aesthetic ability, evaluation and judgment ability through listening and feeling music and studying music history and culture. It is the main channel to improve students' music cultural literacy. Singing and playing: Through personal participation and direct experience in music performance activities, students can enjoy the fun of musical performance, cultivate their sentiments, and improve their musical performance abilities. Creation is a place for cultivating students' artistic imagination and creativity. It is also a module for students to further acquire basic knowledge of music and learn basic music theory. Music and dance, music and drama performances meet students' different interests and development needs, understand the close relationship between music and sister arts, expand artistic horizons, and improve students' comprehensive artistic expression capabilities. Although the educational functions and roles of the above modules have different emphases, for the vast majority of high school students, "music appreciation", as the main channel for improving students' basic music cultural literacy, should be highlighted first in ordinary high school music courses. and emphasis. 2． Regarding credits, according to the "General High School Music Curriculum Plan", students can receive 1 credit for every 18 hours of study tasks they complete and pass exams or assessments. Each high school student is required to earn 3 credits in music classes. According to the teaching capacity and requirements of different modules, among the six modules of the high school music course, "Music Appreciation" is worth 2 credits, and the remaining five modules are worth 1 credit each. For students who have strong musical ability and are willing to continue to develop in music, after obtaining the compulsory credits, they are encouraged to take other elective modules, or continue to deepen the study of singing, performance, and composition modules. After completing 18 hours of study, they will be evaluated through examinations or assessments. , can earn 1 credit. 3. Students’ course selection and implementation of different modules Schools and teachers should strengthen guidance on students’ course selection. Before choosing courses in Xue Niu, the content, nature and course start plan of different modules of the music course (including class schedule, class location, teaching materials and teachers, etc.) should be introduced to students in detail in a timely manner. When students choose courses, music teachers and class teachers should give specific guidance to students in choosing courses to avoid blindness in students' course selection. The modules that schools are capable of developing should be open to all students, allowing students to choose learning content that meets their personal interests and development needs according to their own wishes and through the guidance of teachers. Judging from the current situation of teachers and teaching equipment, not all regions and schools have the conditions to offer six modules at the same time. Each locality and school can implement different modules step by step according to actual conditions. The general principle is: give priority to the basic module "Music Appreciation" that is conducive to all students, so as to ensure that students acquire the musical cultural literacy they should have to participate in modern social life.

On this basis, we will vigorously develop curriculum resources, gradually open other modules, and actively provide greater choice for ordinary high school students to learn music. High School Music Course Structure and Teaching Implementation Table Module Hours Credits Compulsory Credits Teaching Implementation Music Appreciation 36 hours 2 credits 3 credits Offered in any academic year of high school (usually in the first or second year of high school) Singing 18 hours per module Students can choose courses across classes Performance, 1 credit each, composed music and dance, music and drama performance Part 2 Course Objectives The setting of the music course objectives is based on the positioning of the nature of the music course. Through teaching and various vivid music practice activities, we cultivate students' interest in music, develop music appreciation, performance and creative abilities, improve: musical cultural literacy, enrich emotional experience, and cultivate noble sentiments. Specific course standards are included in the following three dimensions. 1. Emotional attitudes and values ??1. Through learning music, students’ emotional world can be infected and influenced, and they can subtly establish a deep love for relatives, others, human beings and all beautiful things, and then develop a love for life. Positive and optimistic attitude and yearning and pursuit for a better future, thinking and planning for life, and establishing a desire for lifelong learning. 2. Through the feeling and understanding of the sound, form, emotion, style, and humanistic connotation of musical works, the ability to appreciate and evaluate music is cultivated, and a healthy and upward aesthetic concept is formed, so that students can be cultivated with noble sentiments in the world of music and art that is true, good, and beautiful. 3． Through the aesthetic experience of my country's excellent musical works, students can enhance their love for the music and art of the motherland, cultivate students' sense of social responsibility, national spirit and patriotism; learn to understand the musical traditions and excellent musical works of different countries, understand and respect the cultural Diversity gives students an initial international perspective and helps cultivate students' ability to participate in international exchanges. 2. Process and methods 1. experience. The music teaching process should be a process of completely and fully experiencing musical works. It is necessary to inspire students to fully develop associations and imagination in their positive experiences of music forms and music emotions, and to care for and encourage students' independent opinions in music experience. 2. Compare. By comparing different genres, forms, styles, expression techniques and humanistic backgrounds of music, students can develop their preliminary ability to analyze and evaluate music. 3． Explore. Guide students to conduct music exploration and creation activities, and advocate open and research-based learning methods to develop students' creative thinking abilities. 4. cooperate. During the teaching practice process, students are guided to use music as a medium to strengthen cooperation and communication with others, enhance collaboration abilities and team awareness, and cultivate a team spirit. 3. Knowledge and skills 1. Appreciate music works from different periods, different nationalities, different genres and different styles. Learn the means of expression of music, understand the history and development of music, and understand the social function of music. 2. Through the study of singing, playing, creation, music and dance, music and drama performances, students can master the necessary basic knowledge and basic skills, and be able to participate in performance and creative activities in teaching, and cultivate their related performance and creative abilities. The above course objectives are expressed in three dimensions. In actual operation, they are closely related and form an indivisible organic whole.