The basic requirements for music classroom teaching in compulsory education in Shandong Province are introduced as follows:
Music education is an important part of aesthetic education. People, nourishing the heart with beauty, cultivating talents with beauty, guiding students to strengthen their cultural confidence and improve their humanistic qualities.
The following requirements need to be met:
1. Realize the value of the curriculum and achieve the goal of educating people. Music courses are an important carrier of realizing the value of music, and music classroom teaching is the main means of realizing the value of music courses. Position, it plays an irreplaceable role in cultivating students' good aesthetic taste, humanistic qualities and other qualities guided by adhering to the core socialist values. The rich cultural and historical connotations of music have always accompanied the development of human history and satisfied people's spiritual needs.
For individuals, the perception, expression and creation of music are their unique basic qualities and abilities, which accompany them throughout their lives. Music courses serve as a carrier for people to learn music, especially the implementation of music classroom teaching, which reflects its unique educational value.
Music teachers should carefully study and understand the new curriculum standards; study the profound connotation of the basic concepts of the curriculum and the educational value of the music discipline; constantly reflect and accumulate in teaching practice, and gradually establish the ideal of music education and beliefs; understand and appreciate the important value of being a music teacher, understand, love and respect this profession; work hard to realize the value of music courses and achieve the goal of educating people.
2. Focus on core competencies and clarify course objectives. An important change after the revision of the new curriculum standards is to focus on core competencies. The cultivation of core competencies should be result-oriented. Through a certain period of subject learning, students will gradually improve their performance. The character, abilities and values ??that come out. The core competencies of the music discipline mainly include four aspects: aesthetic perception, artistic expression, creative practice, and cultural understanding. Students learn through music courses.
Gradually form correct values, essential characters and key abilities that meet the needs of personal lifelong development and social development. Teachers should clarify the relationship between the four core competencies of the music discipline: aesthetic perception is the basis of music learning; musical performance is the necessary ability for students to participate in music activities; creative practice is the concentrated expression of students’ innovative consciousness and creative ability; cultural understanding It leads aesthetic perception, artistic expression and creative practice with correct values. They complement each other and are related to each other.
When teachers design teaching objectives, they must fully understand their connotations and interrelationships, design around improving students' core competencies, and effectively integrate the four aspects of core competencies into the entire process of music learning. , to ensure the consistency and unity of core literacy training in all aspects of classroom teaching. ?
3. Establish unit goals and integrate learning content. Music learning is a step-by-step process, and the mastery of music knowledge and skills is also a spiral accumulation process. Teachers should design the teaching objectives of each unit based on fully interpreting and understanding academic requirements, content requirements, and academic quality standards, combined with teaching materials and academic conditions, grasp and integrate teaching content as a whole, and avoid fragmented and fragmented music knowledge. Learning emphasizes promoting students’ overall connection and construction of knowledge.
Form a deep connection between music knowledge and realize the improvement from the simple learning of knowledge and skills to the ability to comprehensively solve problems. When designing teaching, we should take a holistic view, go beyond single knowledge points and skills, think about the nature of curriculum education from the core competencies of the subject, advocate the organic integration of learning content, and establish learning goals around the overall unit teaching of big concepts. Music teachers should be good at studying teaching materials and curriculum standards, reconstructing the content of teaching materials based on academic conditions, and following the learning objectives in the new curriculum standards.
Coordinate the design of unit teaching, determine the number, name and class hours of the units, find out and integrate the unit knowledge structure based on music subject literacy, curriculum standards, and teaching material content; extract key points based on the main knowledge and abilities of the unit Concepts form unit objectives. Each lesson is no longer about isolated knowledge points one by one or just teaching songs for the sake of teaching songs, but about structuring knowledge around the themes of music elements, music concepts, etc., moving from knowledge points to units (big concepts) to form a Unit teaching centered around students' "learning".