The ways to learn foreign folk music well are as follows:

(1) Guide cultural cognition

Foreign folk music has distinctive cultural background characteristics. Some students are learning Therefore, in teaching practice, teachers should first focus on guiding students’ cultural cognition, understanding the cultural background of foreign ethnic music, reducing cultural resistance, and then try to interpret and appreciate ethnic music with different styles from a cultural perspective. .

For example, when learning the Indonesian folk music "In the Class" for eighth grade, students should first eliminate their sense of distance from Indonesian folk music culture and understand its musical cultural common sense and emotional connotation.

Specifically, video playback can be used to allow students to appreciate the beautiful scenery of Bali, Indonesia, human geography, Indonesian island culture, etc., to achieve the introduction of the atmosphere, to show students the unique style and artistic charm of Indonesian gamelan music, and let students Students talk about their thoughts and feelings after listening to gamelan music clips, and then start teaching "in class" based on this. Through demonstration methods, inquiry methods, etc., students are guided to explore and think about the characteristics and emotional connotation of this gamelan music style work. .

(2) Strengthen experiential participation

In view of students’ low interest and rejection in learning foreign ethnic music, teachers should emphasize participation and experience in teaching practice, so that students can fully Feel the charm of music, experience the fun of music learning, and then strengthen the in-depth understanding and mastery of this type of music. For example, when teaching the Canadian classic folk song "Red River Valley", teachers can first introduce to students the creative cultural background of the song "Red River Valley" and other content .

Through teaching singing, students are inspired to sing with a coherent and mellow voice, and students are allowed to listen to the teacher’s accompaniment and try out songs, and correct students’ mistakes while singing; after students finish singing, teachers can further interact: " Hearing that everyone sang so well, the teacher also wants to sing, can you all be a judge for the teacher? "Guide the students to evaluate the teacher and increase their enthusiasm for participation.

Then we will further organize a student singing competition to make full use of the competitiveness of junior high school students and select the best singing group through group singing. In this way, the interaction between teachers and students in the classroom can naturally promote emotional integration. Make students more willing to participate in foreign ethnic music teaching.

(3) Focus on practical creation

In addition to basic classroom teaching, the teaching of foreign ethnic music content also needs to focus on practical teaching, improve students’ practical ability, and further deepen students’ understanding of the subject through practical creation. Understanding and mastering the content learned. It is not difficult to find in daily teaching that practical activities are also what students are most interested in and willing to participate in.

Therefore, teachers need to strengthen practical activities and create more performance opportunities for students. For example, the teaching of "Nessun Dorma" for the ninth grade is a section from the Italian opera "Turandot", which Calaf sang while waiting for Turandot to guess his identity.

After the teacher introduces the class, appreciates and learns the songs, he then carries out a practical session, allowing students to work in groups to perform the opera "Nessun Dorma" in different roles, and invite some students to sing on stage. Some students combined the plot of the opera and improvised accompaniment with their classmates' singing, creating more opportunities for students to practice their performance.

At the same time, after the classroom teaching content is completed, further practical expansion can be carried out, and extracurricular tasks can be assigned to students: "We learned this famous opera today and enjoyed the performance of a world-class tenor. Please ask the students Next, we will look up relevant information about Chinese operas in our spare time, such as the opera "Liu Sanjie". In the next class, we will conduct comparative analysis and carry out role plays. "Through after-school activities, we can fully mobilize students' enthusiasm and improve the effectiveness of foreign ethnic music teaching. .