At present, music appreciation teaching has not attracted enough attention. In teaching, most teachers explain works tedious and play music, while students passively accept teaching. Because of the influence of the environment, middle school students don't accumulate much knowledge about music. While passively accepting unfamiliar music works, they will inevitably be confused and bored with music. Therefore, the interest in appreciation will be greatly reduced, and it will be difficult to achieve the expected purpose of appreciation teaching, which is contrary to the original intention of music teaching. I think that in appreciation teaching, we should adopt various ways and methods to let students take the initiative to participate. So as to achieve the purpose of feeling beauty, understanding beauty and creating beauty. Here are some views on how to cultivate aesthetic feelings in music appreciation in rural primary schools.
1. Music class should create a beautiful situation and create a beautiful atmosphere. "Introduction before music class is a key link, and setting the scene" is to create a corresponding situation according to the style, mood and specific content of music works. Through the creation of the situation, students' vision and hearing are mobilized, reaching the point of being in the scene, seeing the scene and being in the situation. Not only do students create a beautiful learning atmosphere, but also make a class have a good start. For example, the story introduction method can be used, and primary school students have a general tendency, that is, they love listening to stories. In view of this feature, teachers can tell anecdotes about this piece of music before listening to it to attract students' attention. Furthermore, the visual impact method can also be used to stimulate students' interest in learning and attract students' attention with the contents of visual senses (cartoons, video clips, vivid pictures, etc.).
second, guide students to feel beauty in appreciation
Music appreciation is mainly based on students' listening, which requires students to have a certain sense of sound. Such as: the ability to feel the height, length, strength and music changes of sound. Generally speaking, students have this ability. However, students may not have the melody, rhythm, mode, dynamics, harmony texture, etc. of music, so students are required to appreciate and feel music step by step from the shallow to the deep, so as to gradually cultivate students' auditory perception ability of music and at the same time cultivate their aesthetic ability of music. In addition, most of the works in music textbooks are excellent music works at all times and in all countries, which is far from students. Therefore, we can supplement some ideological and artistic works that reflect the spirit of the times that students like to organize teaching, which can also improve students' interest in learning and broaden their horizons. In addition, in music teaching, we can guide students to sing songs, play roles, guide what emotions, sounds and forms should be used to sing, and what instruments should be used to accompany them, so as to make the songs more perfect. In teaching, let students participate in various music activities and exercises, so that children can be influenced by beauty, cultivate their talents, let students understand the beauty of music and improve their aesthetic ability. Third, cultivate students' aesthetic imagination and creativity
1. Create a democratic, free and relaxed emotional atmosphere and give full play to children's imagination. Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress, and is the source of knowledge evolution." Music is an emotional art, and children's imagination is stretched by emotion. As the saying goes: "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy." Interest is the best teacher and interest is the premise of creation. If teachers do not pay attention to arouse children's appreciation interest and adopt the methods of explanation and preaching, then the effect will be minimal. There will be a dull and boring classroom atmosphere in the classroom, or stay at a superficial level of expression, then creative consciousness can not be cultivated. Once children's interest is mobilized, their interest in appreciation will be greatly enhanced, their personality will be fully displayed, and generate will show his creative potential. When organizing the appreciation of The Yellow River Cantata, we changed the traditional "paddy field" desk arrangement, arranged the desks and chairs into a "several" shaped flow chart of the Yellow River, with desks in the room and seats outside, and removed the podium. Teachers can guide activities in the middle of the semi-enclosure, which not only narrows the distance between teachers and students, but also does not hinder teachers from operating various teaching equipment. As soon as the students entered the classroom, the deformed seats attracted everyone's attention. They were thinking: Why do you have to arrange seats like this? What are you enjoying today? The teacher asked the students to sit in the chair outside the word "Ji". In this way, whether you look at students or desks, it is "a few". After class, the teacher's first question is: Please look, which Chinese character does our seat look like today? The students spoke the word "a few". Ask again: Among the rivers in China, which river's flow chart is in the shape of "several"? Because they have learned about the Yellow River in junior high school history, the students quickly said it was a flow chart of the Yellow River. Students quickly entered the role, it is easy to think of themselves as a spray in the Yellow River, and think of themselves as children of the Yellow River. It can be seen that in order to make students actively participate, only teachers can correctly establish students' dominant position, be their guides and guides, and give students an atmosphere of "psychological freedom" and a space for spontaneous expression, so as to stimulate students' potential creativity and make them the masters of learning.
2. Carry out comprehensive activities to make students "move" in music appreciation.
In the process of listening to music, students can make physical reactions while listening, with a sense of rhythm and rhythm; Listen to the music while conducting; Listen and imitate the performance, hear what instrument is playing, and imitate the performance posture of a certain instrument accordingly; While listening, humming the main theme softly; While listening, you can tap with a rhythmic instrument, or you can tap with a pair of chopsticks, which is very unique. Dance with a scarf while listening, and change actions with the change of music; While listening to music, you can recite poems, and you can also score music for students who recite poems; In music appreciation, you can also enjoy some art activities, such as two pieces of music created by the composer inspired by painting. You can guide the students to enjoy the two pieces of music. After that, the author shows the students a picture and asks the students to express it by sound. Ask everyone to discuss it in groups before showing it. In this way, I integrate painting, appreciation, language, form with creation and expression, which not only cultivates students' sentiment, develops students' creative thinking, deepens students' understanding of the works, but also provides ample space for students to participate and actively create music.
Fourth, cultivate students' aesthetic evaluation ability
Throughout the ages, in music works, truth, goodness and beauty always exist in comparison with falsehood, ugliness and ugliness, and they struggle and develop. Because of this, if teachers don't guide them well, many students will not know beauty and ugliness, and they will not argue between good and evil, and the right and evil are unclear. In primary school music teaching, it is very important to improve students' aesthetic evaluation of music. The cultivation of aesthetic ability lies in teachers' guiding students to actively participate in music practice activities, from which they can perceive the emotions expressed by music and produce spiritual * * * sounds. A musical work, if students want to have the ability to evaluate and judge its social and artistic value, they must distinguish what is beautiful and what is ugly from the theme, content, genre and style of the musical work, because this is the basis for measuring the social and artistic value of the musical work. For example, when appreciating March of the Volunteers, an impassioned and inspiring for middle school students, it shows the majestic momentum and winning belief that the Chinese people are United as one, striving to build a modern socialist power and realize the tomorrow of * * * capitalism, and there is a strong ideological content in revolutionary traditional songs. Its effect is more infectious and interesting than dull theoretical preaching. As a channel to cultivate a new generation of social ethics, we can explore a good way to cultivate music, so that students can master relevant knowledge and skills, deeply understand the beauty of content, form, emotion and expression of music works, and then improve their ability of music appreciation and evaluation. In the teaching of music appreciation, if the teacher's position is "supreme", students are blindly required to follow the teacher's thinking, which restricts their thinking and creative ability. Because our teaching purpose is not only to give students knowledge, broaden their horizons, improve their appreciation ability, and explore, find and discover the beauty of music in the process of appreciation, but also to cultivate students' ability to analyze, appreciate and evaluate works independently. Music criticism needs courage. Teachers should give students enough courage. Let students understand that mistakes are the starting point of maturity. In this way, every student dares to express his views on the work and put forward different opinions, so that they can make artistic evaluation of the work according to their own wishes and regard the evaluation as a happy thing. In teaching, I adopted the form of CCTV's "Tell the truth" column. First of all, telling the truth provides students with the courage to express their own evaluation and feel the work. Therefore, in class, after each group shows the performance, we should conduct self-evaluation, others' evaluation and teachers' summary. Self-evaluation is mainly carried out by the members of their own group to introduce the design concept; Others' evaluation is that the students watching the performance find their advantages and disadvantages; Finally, the teacher makes a summary. In this way, students can not only get to know themselves, but also be evaluated by others, so that they can play their own advantages and learn from others' advantages, thus improving their own shortcomings, being able to better devote themselves to learning and finally effectively entering the aesthetic state of music. < P > Music education takes aesthetics as the core, and we should follow the characteristics of students' age and emotional development, create situations, create a good range of music appreciation, use multimedia for teaching and carry out various comprehensive activities.