Thoughts on problems and countermeasures in middle school music education under the new curriculum reform

Paper keywords: middle school music education; music education in normal colleges; teaching reform

Paper abstract : The article first analyzes the problems existing in middle school music education under the new curriculum reform, and then puts forward reform suggestions from the music education in normal colleges, which is closely related to middle school music education, to seek possible coping strategies.

Currently, with the deepening of the new curriculum reform, people are paying more and more attention to the effectiveness of the new curriculum reform. Based on the author's experience in leading student internships, this article re-examines the current middle school music education issues, and accordingly puts forward some reform suggestions from the music education in normal colleges that are directly related to middle school music education, in order to seek possible coping strategies.

1. Problems in middle school music education under the new curriculum reform

(1) Many educational administrative departments and schools still do not pay enough attention to music education

Because it is still influenced by exam-oriented education, music classes are regarded as "minor subjects", and some schools do not offer music classes. Some better schools also offer music courses, but the overcrowding is serious.

(2) A considerable number of music teachers have low professional level and teaching ability, and lack of teacher resources

There are 67,000 junior high school music teachers in my country, and the academic qualification rate is 55%. Most music teachers' lesson preparation is, to be precise, the process of copying teachers' reference books. The entire teaching process lacks innovation, the class is not flexible enough, and it is limited to book knowledge. Many schools do not have full-time music teachers. At the same time, because middle schools do not pay enough attention to music classes and music teachers are not well paid, they are unwilling to become middle school teachers. This has led to a shortage of middle school music teacher talents.

(3)? One specialty, multiple abilities? Lack of comprehensive music teachers

Some music teachers take singing classes, and the accompaniment is a single chord accompaniment. The style and charm of the track are swept away. Playing and singing by yourself is also a weak link. If you sing, you will not be able to play, and if you play, you will sing wrong. These music teachers can only do the most basic teaching of singing and basic music theory. As for music appreciation, they do not have a thorough understanding of the works, let alone teach them to students. Relevant questionnaire surveys show that 84% of students believe that they hope that teachers can sing and handle emotions well in class; 74% of students hope that in addition to playing the piano well, they can also play one or two other instruments and be able to accompany them. Good, they can play and sing by themselves, and can direct students to handle songs well. 82% of students can appreciate the teacher's beautiful dance postures and hope that the teacher can choreograph simple dances for students. In fact, current music teachers cannot meet these requirements of students. There is a very lack of comprehensive music teachers with one specialty and multiple abilities.

(4) Unscientific teaching methods and models

The dominant position of students is ignored in the teaching process, and the "cramming" and receptive education and teaching models are still serious. Students' initiative and interest in music cannot be fully mobilized. Some teachers are even still proud of educating one or two college entrance examination students. Some teachers even measure their level only by their ability to participate in local theatrical performances. Of course, most of what we discussed above refers to the situation in backward areas such as rural areas. Although there are some rural areas, they still cannot be ignored. This is determined by the characteristics that 80% of our country is rural. Only when the problems in these areas are solved, especially the seemingly most basic problems, can the new curriculum reform be said to have made progress.

2. Thinking about countermeasures

It is undeniable that some problems cannot be solved by ordinary researchers. For example, some leaders do not pay attention to problems, etc. The author only talks about some views on the music education curriculum in normal colleges that is closely related to the training of middle school music teachers, so as to indirectly change the current situation of middle school music education from a certain level.

Among the many reasons leading to the above phenomenon, the main reasons are the unreasonable structure of music education courses in normal colleges, the disconnection from middle school music education, and the disconnection from the training objectives of music education in normal colleges.

Therefore, the reform of the music curriculum in normal colleges should be strengthened in a timely manner.

The content of the courses offered by the music education major of normal colleges should include:

1. In terms of music perception and appreciation, courses such as basic music theory, Chinese and foreign music history, and appreciation of ethnic and folk music are offered.

2. In terms of basic skills and performance, sight-singing and ear-training courses should be offered so that students can have better music reading and listening abilities. In addition, while students learn piano, vocal music, improvisational accompaniment, dance, and conducting, they also take elective courses in more than two Chinese and foreign orchestral instruments, and add accordion courses in addition to the two years of compulsory piano courses. Some schools are not in good condition and do not have pianos. Sometimes pianos for performance rehearsals are not as portable as accordions. At this time, the value of accordions is reflected. At the same time, training in the important skill of self-playing and self-singing should also be strengthened.

3. In terms of music creation, normal colleges can offer courses such as song composition, polyphony, musical form, work analysis, orchestration, etc.

4. Pay attention to the internal and external integration of music, related cultures, and related disciplines. In middle school music education, the comprehensiveness of schools is becoming more and more obvious, which requires that the curriculum and teaching content of normal colleges must be changed accordingly, requiring students to master some basic professional skills while also taking some elective courses in art appreciation, dance appreciation, and drama appreciation. , film and television culture appreciation and other courses, paying attention to the synthesis of music and humanities and social sciences, history, society, and nature. Strengthen the training of "three words, one word".

5. Music teaching method, "middle school textbook teaching method", music pedagogy, music teaching theory and other important applied courses must be mastered as a music educator. In current middle schools, there are often some music teachers who are very good at playing piano, but don’t know where to start when it comes to teaching students. They can sing well, but they can’t hear the faults in students’ singing. Once they hear it, they don’t know how to do it. Correct some mistakes. This requires the music education major of normal colleges to offer important applied courses such as "Middle School Textbook Teaching Method", "Piano Teaching Method", "Vocal Music Teaching Method" and so on. Strengthen the emphasis on these courses, use middle school music teaching materials as the content, make students familiar with middle school music teaching materials as early as possible, and open some lectures on "middle school music teaching content". At the same time, we should strengthen the cultivation of educational practice ability and practical classroom operation ability.

6. Modern multimedia teaching is also a basic skill necessary for students in normal colleges: modern multimedia teaching can stimulate and enhance students’ interest in learning, effectively mobilize their subjective initiative in learning, and make the classroom more vivid and vivid. interesting. Simple projection and courseware eliminate a lot of troublesome writing on the blackboard, thereby reducing the burden on teachers and students. At the same time, many learning materials and audio-visual resources can be obtained from the Internet, thus saving teaching resource costs!

7. The music education major of normal colleges does not pay enough attention to ethnic music education and local music culture. Music education in normal colleges should regard promoting ethnic music culture, revitalizing ethnic music education, and improving the role of ethnic music and local culture in The proportion of music teaching in normal colleges and universities. Courses such as Chinese ethnic folk music, ethnic music appreciation, Chinese music history, ethnic music theory, ethnic dance, and ethnic instrumental music should be offered.

Obviously, existing problems cannot overshadow the achievements of China’s middle school music education. However, we should clearly see that in the context of the transition from exam-oriented education to quality education, where opportunities and challenges coexist, middle school music education still has some basic problems that urgently need to be solved in some areas. At the same time, when considering the integration of music education in normal colleges and middle schools, we should not only consider the integration with advanced areas, but also consider how to integrate music education in rural areas. Only in this way can the theory be put into practice and the policy can be implemented at the grassroots level.

References

[1] Wang Zhan "In-depth implementation of the spirit of the whole church and creating a new situation in school art education" [J] Chinese Music Education, 2000 (02).

[2] Wang Yaohua "The Development of Music Education in Primary and Secondary Schools and the Reform of Music Education in Normal Colleges and Universities" [J]. Music Research, 2002 (01).

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