learning to sing songs belongs to feeling and appreciation. Strictly speaking, there are only two important learning fields, one is feeling and appreciation, and the other is expression. Creation, music and related culture are all around these two learning fields. In addition, judging from the standards and guidelines of music courses around the world, foreign countries also attach great importance to learning in these two fields, because the main way of human contact with music is appreciation and performance, and the performance of music includes playing and singing. Before explaining the specific problems of music appreciation teaching, let's review some key points about music appreciation in the 211 edition of music curriculum standards:

1. Aesthetics and music appreciation

The 211 edition of music curriculum standards has added the part of "course nature", and the nature of music curriculum has more important guiding significance for the implementation of appreciation pedagogy. The new music curriculum standard continues to adhere to the basic concept of "taking aesthetics as the core", and "aesthetics" is more related to appreciation teaching. In the curriculum standards, aesthetics is the core, but actually emotional experience is the center, so in the field of feeling and appreciation, we mentioned the emotion and emotional experience of music.

2. Humanity and music appreciation

In the part of humanity of curriculum nature, the first sentence mentioned that "music is an important part of culture". However, in actual teaching, many teachers often use literature, words and titles to explain music besides music. In order to avoid this phenomenon, humanistic content is added to the new curriculum standard, and the cultural attributes of music itself are particularly expounded. If the front-line music teachers don't have such understanding, they may make music lessons deviate from the value orientation of music itself, thus becoming tools of other disciplines. In the teaching of music appreciation, many teachers are used to explaining the titles of works. If there is no title, we don't know where to start. We have also mentioned this problem in the training of curriculum standards, so as to avoid understanding the meaning of music. There are also many teachers who think that only literature and writing can be called culture, so music lessons become geography, history, literature or social studies. Therefore, this issue is particularly emphasized in the nature of humanity.