In the "Compulsory Education Music Curriculum Standards (Experimental Draft)", "promoting subject integration" is put forward as a basic concept, and it is emphasized that music education must have a broad vision, maintain an open attitude, and break through disciplines The standard theory places music teaching in the broad perspective of art. While emphasizing the integration between different fields of music teaching, it also strengthens the integration of music and drama, dance and other sister arts, as well as the integration of music and other humanities, so that music and art It is connected with various art forms and diverse cultures to expand students' aesthetic vision and knowledge fields, expand the thinking space of music teaching, and improve students' comprehensive quality. In the "Compulsory Education Music Curriculum Standards" (2011 edition), this concept was expanded to "highlight the characteristics of music and pay attention to subject integration". He also emphasized that: in teaching, subject synthesis should highlight the characteristics of music art, build organic connections with other art categories and other disciplines through specific music materials, compare the expressions of different art categories during the integration process, and expand students' artistic horizons. , deepen students’ understanding of music art. It can be seen from the concept of "comprehensive" before and after the revision of the music curriculum standards that the concept of "comprehensive" in the revised curriculum standards emphasizes "prominent musical characteristics" and has been changed from "promoting comprehensiveness" to "paying attention to comprehensiveness." The repositioning of the "comprehensive" concept is intended to correct the problems that occurred in the implementation of the "comprehensive" concept in the previous curriculum reform. Let’s first look at a case study that embodies the comprehensive concept of teaching in unsuccessful music teaching. The main content of this lesson is to appreciate the "Spring Festival Overture". During the teaching process, it is separated from the artistic attributes of music and the connotation of music culture to explore, understand, and evaluate social development and Issues in the fields of economic construction, environmental protection, spiritual civilization, history and geography, etc. When appreciating "Spring Festival Overture", you first start by watching the opening scene of the "Spring Festival Gala", and then use various means of expression to create the atmosphere of the Spring Festival. Some groups perform sketches, some groups perform dances, some write Spring Festival couplets, and some put up window grilles. Etc. From the outside, it seems that the students compose poetry, perform, dance, write, and draw. They have everything but no music. Analyze the existing problems of "synthesis" in teaching cases: the comprehensive content is non-musical; the synthesis form is "platter style"; there is a phenomenon of over-synthesis. A class has everything and is very rich, but there is no music, no good listening and experience of music, or participation in the performance of music.

How to correctly understand and apply the concept of "subject synthesis" and implement it well in music teaching to achieve the curriculum teaching objectives. We should pay attention to music as the main line; pay attention to the "skill" of synthesis; grasp the "degree" of synthesis. The responsibility of a music teacher is to guide students to learn music, to guide students to love music throughout their lives and to use music to enrich and beautify their lives, rather than to replace teachers of other subjects to teach the knowledge, skills and related cultures of other subjects.

Remember the words of a foreign music education expert: Don’t forget the mission of music teachers and don’t overstep your authority!