The necessity of applying the research results of philosophy theory of music education to instrumental music education

With the strengthening of art education in China, the level of art education is increasing day by day. At present, China's instrumental music education has been greatly improved in the construction of teachers and the number and quality of non-instrumental students. Under the influence of traditional instrumental music education, most of the instrumental music teaching practices are still "mentoring" teaching. Therefore, most instrumental music teachers at this stage adopt "experiential teaching" (that is, teaching activities are carried out based on teachers' personal teaching experience) and "recalling teaching" (that is, based on teachers' personal learning experience). Instrumental music teachers are in the central position in the whole teaching process, while students always follow the teacher's baton to learn and practice instrumental music performance techniques, which greatly limits the students' subjective initiative in learning. This traditional teaching mode embodies the characteristics of traditional instrumental music teaching, that is, emphasizing technology and ignoring theory.

The philosophy of music education is just the opposite. It studies the basic principles, fundamental principles and guiding principles of music education from a philosophical point of view, especially from the perspective of art education. This research mainly discusses the value, function, task and educational purpose of music education. To be sure, the philosophy of music education is the theoretical basis of the practice of music education, which leads the development of practical work from a theoretical height. As far as the philosophy of music education is concerned, its subject value has played an important guiding role in the development of instrumental education in China at this stage. Both its main idea and its main content are enlightening to instrumental education, and the theoretical research results of the philosophy of music education play a vital role in the development of instrumental education practice.

Then, how to draw lessons from the theoretical research results of the philosophy of music education in the big education system in the process of instrumental music teaching, and apply them effectively in the process of instrumental music teaching?

the author believes that it will be beneficial to the development of instrumental music teaching to analyze and study the common problems in the process of instrumental music teaching at this stage based on the philosophy of music education, the characteristics of instrumental music teaching and the characteristics of teachers' teaching and students' learning. The reasons are as follows:

1. The research results of the philosophy of music education provide a theoretical basis for instrumental music teaching, which explains the significance of instrumental music teaching

At present, many instrumental music learners, especially instrumental music majors, and even teachers are not clear about their professional learning objectives and hesitate to choose their majors. Their subconscious is not clear whether the purpose of instrumental music education is to teach (or learn) instrumental music playing skills or to instill a musical aesthetic concept or standard. Some teachers or students are engaged in music and have won awards in many competitions, or have held many solo concerts, but they still have no accurate position on their instrumental performance or teaching work, and their inner world still yearns for the affirmation and respect of the value of instrumental performance or teaching work from all walks of life. Many teachers lack a clear understanding of instrumental music education, so many of them can only rely on personal hunches to guide their work direction and support their work beliefs.

The reasons for the above problems are precisely because of the lack of the support of philosophical theory of music education in the process of instrumental music education at this stage.

The research results of the philosophy of music education show that the significance of instrumental music education lies in its deep-seated humanistic value and its great contribution to the enrichment of music culture in human society. Instrumental music workers must realize that they are not a simple music performance technician, but a contributor to the creation of spiritual civilization achievements of this era. It can be seen that instrumental music education is not an accessory in other fields of society, but a necessity. This research provides a theoretical basis for instrumental music education and strongly affirms the significance of instrumental music education.

Second, the research results of the philosophy of music education guide the development direction of instrumental music teaching

In many instrumental music teaching classes, instrumental music teachers often demonstrate their own understanding of the works to students with their own performances, and students also take the teacher's playing style as the object of imitation. The more students imitate, the more satisfied teachers are. If students can't keep up with teachers' requirements, it will be difficult to get ideal grades. It should be said that this teaching method can promote the improvement of students' playing skills to a certain extent. However, the development of students' music comprehension ability has been greatly hindered.

The research results of the philosophy of music education believe that language is an important means in the process of instrumental music teaching, and teachers should use this means to teach students instrumental music playing skills, inspire students to understand the connotation of musical works, so as to help improve their understanding ability of musical works. Because the same instrumental work has different characteristics in different environments and different times, it is not necessary for instrumental musicians to repeatedly speculate on the original intention of composers decades or even a hundred years ago, in order to copy the performance style exactly the same as that at the beginning of the work creation, nor should they imitate it based on a master performer. The result of this move is that the same instrumental work will make the same sound like a machine, which will make the instrumental work lose its era.

Obviously, the instrumental music teacher's job is not to repeatedly demonstrate certain passages to students and tell them how to understand musical works, but to "inspire" students to have their own understanding of musical works and cultivate their musical understanding ability. At the same time, instrumental music teachers should also encourage students to properly express their own understanding of the works with the help of instrumental music playing skills.

to sum up, it is of great reference value for the education authorities to learn from the theoretical research results of music education philosophy in the process of instrumental music teaching, and in the process of formulating the development policy of instrumental music education. In the long run, in order to comprehensively improve the quality of instrumental music teaching and promote the sustainable development of music education in China, we also need to learn from the theoretical research results of music education philosophy.

References:

[1] Guan Jianhua. Prospect of music education discipline research in the 21st century [J]. Symphony, 21(1).

[2] Qu Zhenzhen. Interpretation of the new curriculum standard of music education in primary and secondary schools with Remo's Philosophy of Music Education [J]. Jiangsu Social Sciences, 28(1).

[3] Jiang Lingling. On the importance and necessity of the philosophy of music education [J]. Drama House, 212(7).

　[4]BennettReimer。 Philosophy of music education [M]. Beijing: People's Music Publishing House, 23.

[5] Guo Shengjian. New concept of music education [M]. Changsha: Hunan Literature and Art Publishing House, 27.

[6] Yu Wenwu, Xie Jiaxing. Music education and teaching method [M]. Beijing: Higher Education Press, 1991.

[7] Zou Aimin, Ma Dongfeng. Music pedagogy [M]. Beijing: People's Music Publishing House, 1996. ;