Hello dear, you cannot truly appreciate music by just listening to music. Feeling and appreciation are important areas of music learning.

Strictly speaking, in each learning field, there are only two important ones, one is feeling and appreciation, and the other is expression. Creation, music and related culture all revolve around these two learning fields. . In addition, judging from the music curriculum standards and guidance outlines of various countries around the world, foreign countries also attach great importance to the study of these two fields, because the main way for humans to come into contact with music is appreciation and performance, and the performance of music includes playing and singing. Before explaining the specific issues of music appreciation teaching, let us first review several key points about music appreciation in the 2011 version of the music curriculum standards:

1. Aesthetics and Music Appreciation

The 2011 version of the music curriculum standards added the "nature of the curriculum" section, and the nature of the music curriculum has more important guiding significance for the implementation of appreciation pedagogy. The new version of the music curriculum standards 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 emotional experience is actually the center. Therefore, in the field of feeling and appreciation, we mentioned the mood and emotional experience of music.

2. Humanity and Music Appreciation

In the humanistic part of the nature of the course, the first sentence mentions that "music is an important part of culture." However, in actual teaching, many teachers often use literature, words and titles to explain music in addition to music. In order to avoid this phenomenon, the new curriculum standards have added humanistic content, especially elaborating on the cultural attributes of music itself. If front-line music teachers do not have this understanding, music classes may deviate from the value orientation of music ontology and become a tool for other disciplines. In music appreciation teaching, many teachers are accustomed to explaining the work around the title. If there is no title, they will not know where to start. We have also mentioned this problem in the course standard training, and we must avoid understanding the music literally. There are also many teachers who believe that only literature and writing can be called culture, so music classes become geography classes, history classes, literature classes or social studies classes. Therefore, this issue is particularly emphasized in the nature of the course of humanities.

3． Characteristics of Music Sound

There is a sentence that appears twice in the music curriculum standards, that is, "Music sound does not have the certainty of semantics and the concreteness of the form of things." That is to say, music rarely contains our life experience. Music itself is an art form that generates rich associations and an emotional experience that directly points to the human heart. It itself does not provide concrete life experience in our lives. Therefore, teachers must pay attention to this when conducting appreciation teaching.

4. Characteristics of Music Appreciation

Many people regard appreciation as a passive way of learning. In particular, practical philosophy has criticized activities such as appreciation and aesthetic appreciation as being too passive and lacking the initiative and autonomy of learning. In fact, the practical nature of the course covers four aspects: music creation, music performance, music communication and music appreciation. These aspects all have their own cultural background and are all practical content in our classroom teaching. Therefore, music appreciation is also a practical process, but this practice is different from singing and musical instrument playing. It mainly emphasizes "moving from the heart." Many primary and secondary school music teachers are keen on participatory appreciation methods,

especially at the primary school level, using the body, musical instruments, literature or other art forms to participate in appreciation. In fact, music appreciation is a process that gradually changes from dynamic appreciation to quiet appreciation, that is, from "body movement" to "heart movement". Participating in appreciation is helpful for students to initially understand music, especially for class teaching, which can be observed. But teachers must make it clear that music appreciation is ultimately achieved through quiet appreciation, listening attentively, and through the process of dialogue with music. Therefore, in junior high school and high school, music appreciation classes can no longer move purely for the sake of moving.

The ultimate goal of mass music education is to cultivate people who can actively participate in music activities.

The main ways for people to participate in music activities are performance, including singing and playing, and music appreciation. However, appreciating music is not a blind appreciation. It is necessary to cultivate their sensitivity to musical elements through education and improve their understanding of musical works. Because music is uncertain, everyone's experience of listening to music is different. Teachers should develop this uncertainty of understanding of music in classroom teaching, and use various methods to let students gain their own understanding and feelings of music. Rather than passively accepting the teacher’s understanding of music. Therefore, the change from dynamic appreciation to quiet appreciation is the change from "body movement" to "heart movement".

Because many people criticize appreciation as being passive, many teachers have entered into a misunderstanding, thinking that appreciation classes require movement, and if they do not move, it is not a good appreciation class, and if they do not participate, it is not a good appreciation class. In fact, everyone has their own feelings about music. "Heartbeat" is the participation of the soul. The ultimate goal is to be moved and feel something in the heart after listening to the music. Teachers should pay attention to the appreciation class not to be too stylized and formal, and not to pursue "movement" too much. Instead, they should pay attention to the transformation process from "body movement" to "heart movement".

There is nothing wrong with involving students in teaching. For students in lower grades, it is still necessary to help them gain musical experience through participation. However, teachers still need to consider what the ultimate goal of appreciation teaching is. In fact, "moving" is very external. It is limited to an understanding of rhythm and speed, not the entirety of music. The higher the grade, the more attention should be paid to inner participation. Therefore, in senior grade appreciation classes, we must work hard on inner participation and pay attention to the details of music.