From the perspective of the core music literacy of ordinary high schools, it is divided into four aspects:

The need for independent music is the basic motivation for students to consciously carry out music learning and music activities, and it is also the independent development of students. The specific embodiment of literacy in the music discipline. Developing students' independent music requires different levels of emotion, cognition and will. One is to develop an interest in music and take participation in music learning and music activities as a way to achieve a happy life and satisfy aesthetic needs. Extended information

The second is to actively use music as a tool to maintain mental health and harmony with actual experience; the third is to regard learning music as a conscious pursuit to improve cultural accomplishment and promote self-development and perfection. , taking participation in music activities as a way of civilized life. For high school students who have received school music education for more than ten years, independent music needs to be mainly reflected in: being able to actively participate in various music activities; having a certain interest in music; being able to often use music to bring happiness to oneself; being able to take the initiative to choose Appropriate music activities can regulate emotions and calm the mind; have a more active aesthetic awareness when participating in music activities.

Music practice ability is the focus of students’ music literacy. The musical practical abilities that ordinary high school students should possess mainly include musical expression and performance abilities, music appreciation and aesthetic abilities, music creation and imagination abilities, and musical communication and cooperation abilities. The core of which is the ability to express emotions through music. Students' mastery of musical practice ability should be application-oriented, focusing on the music activities that students often perform in school and after graduation, focusing on cultivating the ability to choose appropriate works for expression and communication, the ability to feel and perform excellent works, and the ability to improvise and create. Ability etc. The foundation of musical ability comes from musical practical experience. Therefore, students should have rich singing and listening experience accumulation, be familiar with the emotional connotation of classic music works, and be familiar with various commonly used forms of music activities. As a basic skill for music practice activities, students should be able to sing several famous Chinese and foreign songs and songs commonly used in public events more accurately, be able to sing or play simple works by sight, and be able to better integrate into performance activities such as group singing or playing. , in order to choose appropriate forms and works to participate in music activities when music is needed.

Music emotional experience refers to students’ direct experience (emotional experience directly generated by musical perception) and indirect experience (emotions generated by musical representation and association) during musical activities such as listening, singing, playing, and moving. Experience), using music to express and express emotions, or to perceive and stimulate emotions from music. This is the key process for music to transform from acoustic form to emotional essence. The ability to experience music emotions is an important musical literacy. There are three main forms of practice for high school students’ musical emotional experience: first, experiencing beauty in music practice; second, using musical works to express emotions and chant aspirations; third, cultivating one’s emotions through music activities. Cultivating students' music emotional experience ability should focus on the actual educational function of music classes in high school: students can sing high-spirited, joyful, and lyrical music works to express their ambitions and feelings for goodness and beauty when they are interested; when they are psychologically unbalanced, they can Choose and listen to inspirational, harmonious, and beautiful musical works to regulate your emotions and cultivate your temperament; be able to consciously perceive virtues and cultivate sentiments from excellent musical works when participating in group music activities; be able to respond to the situations in daily life, especially on the Internet, in performances, and in movies. Music makes correct value judgments.

Music culture understanding is an important social and humanistic quality. High school students have the necessary cultural understanding of music, which will help students understand music from the perspective of social development, and also help students understand society from the perspective of music development. Understanding music culture should include recognizing the artistic form and cultural characteristics of music; understanding the relationship between music and other arts; and understanding the mutual influence of music development and social development.

Considering the actual needs of students to participate in music practice activities after graduating from high school, students’ cultural understanding of music should focus on four aspects: identifying the main types and characteristics of Chinese and world music; recognizing the main forms, artistic characteristics and cultural value of music ; Understand the application of music in dance, drama, film and television and their interrelationships; Understand the historical background and social significance of music development.