As a people's teacher, we usually need to know the teaching problems and countermeasures. Understanding the problems and countermeasures in teaching will help us to accurately grasp the key and difficult points of the textbook and then choose the appropriate teaching methods. The following are the problems and countermeasures that I helped to sort out in primary school music teaching for your reference and hope to help friends in need.
There are many problems in music teaching in rural primary schools. Based on this, this paper first discusses the problems existing in music teaching in rural primary schools from three aspects: teaching environment, teachers' level and curriculum cognition, and then puts forward some suggestions on how to solve these problems, including strengthening the construction of teaching environment, implementing the construction of teaching team and stimulating students' interest in learning, hoping to be beneficial to the improvement and development of music teaching in rural primary schools.
Keywords rural areas; Primary school music; Problems; Countermeasures
Music course, as one of the main courses of basic education, plays an important role in students' learning of music knowledge, development of aesthetic ability and improvement of comprehensive quality. However, for a long time, influenced by various subjective and objective factors, the importance of music courses has not been paid enough attention, and there are also many problems in teaching, especially in rural primary schools, which have seriously affected the all-round development and growth of rural primary school students. Based on this, starting from the current situation of music teaching in rural primary schools, this paper discusses in detail the problems existing in its teaching links and the countermeasures to solve them.
First, the analysis of rural primary school music teaching problems
(A) the lack of teaching environment
Good teaching environment is one of the prerequisites for effective music teaching. With the deepening of the concept of quality education and the increasing investment in basic education, the music teaching environment has been significantly improved. Many urban primary schools are even equipped with multifunctional music classrooms, but in contrast, the music teaching environment in rural primary schools is still relatively lacking, which can be attributed to the lack of attention of schools and the inseparable relationship with the lack of education funds. For example, musical instruments are the development trend of music teaching in primary schools, but a considerable number of rural primary schools lack musical instruments, and there are only a few basic musical instruments, and there are aging and worn-out problems. In addition, some rural primary schools are not even equipped with basic music teaching tools, such as books and audio-visual materials.
(B) the poor level of teachers
Teachers are the key factors in course teaching, and their teaching ability and teaching level are directly related to students' learning effect. Therefore, professional teachers become the premise and foundation of music teaching in rural primary schools. However, judging from the current situation of music teaching in rural primary schools, the poor level of teachers is obvious. First of all, many rural primary schools lack music teachers. A teacher undertakes music teaching in several classes or even more than a dozen classes. Cross-grade teaching is very common, and the teaching task is quite heavy. Some rural primary schools even let other courses instead of teaching music, and the professionalism can be imagined; Secondly, the age structure of music teachers in rural primary schools is generally too large, teaching thinking and teaching methods are still more than ten years ago, they are not good at using new teaching methods, and the relationship between teachers and students is not harmonious.
(C) course cognitive bias
The importance of music courses to the growth and development of primary school students is well known. Moreover, today, with the concept of quality education being deeply rooted in people's hearts, the importance of music courses will continue to be highlighted. However, due to the influence of the environment, there is still a big deviation in the cognition of music courses in rural primary schools. First of all, the leaders of rural primary schools are still deeply influenced by the exam-oriented thinking, and regard music as a "minor subject", which is far less than the "main course" such as Chinese and mathematics in the investment of teaching resources and the arrangement of class hours, which affects the enthusiasm of teachers; Secondly, the parents of rural primary school students are generally not well educated and think that reading is Chinese, mathematics and English. As for music, fine arts and physical education, they are all dispensable courses, and they do not support or even oppose students' music learning. Finally, as the main body of music learning, although students are interested in music courses, due to many internal and external factors, it is bound to be difficult to establish a correct concept of music learning.
Second, to strengthen the rural primary school music teaching countermeasures
(A) to strengthen the construction of teaching environment
Rural primary schools are restricted by many factors, such as environment, education funds and so on. Compared with urban primary schools, the weak teaching environment will inevitably weaken the effect of music teaching in rural primary schools. Therefore, it is particularly necessary to strengthen the construction of teaching environment. First of all, both the education authorities and the school itself should pay more attention to music teaching, especially the construction of music teaching infrastructure. Education authorities need to closely follow the current situation of rural music teaching, make detailed development plans for it, and then allocate special construction funds, such as site correction fees, equipment purchase fees, equipment maintenance fees, etc. Gradually narrow the gap between rural primary schools and urban primary schools in teaching environment; Secondly, rural schools should correct their misunderstanding of music teaching, correct their attitude towards music teaching from the perspective of music education curriculum standards, ensure the implementation of special funds for music teaching, and arrange courses reasonably to avoid occupying classes.
(B) the implementation of the construction of teaching staff
Teachers are the core elements of education and teaching. At present, the teaching staff of music teaching in rural primary schools is obviously difficult to meet the actual needs of students' music learning, so it is particularly necessary to strengthen the construction of teaching staff. First of all, schools should expand the number of teachers. In view of the extreme shortage of music teachers in rural primary schools, the education authorities need to formulate corresponding talent attraction mechanisms to attract young students who have just graduated from normal universities to enter the countryside and take root at the grassroots level, thus adding new blood to the development of rural music education; Secondly, schools should strengthen the construction of teaching staff. The high age structure of teachers is the main problem in music teaching in rural primary schools, which restricts teachers' understanding and acceptance of new things. Schools should always arrange teachers to study, such as observing their music teaching methods in urban primary schools and learning from them; Finally, teachers should also strengthen their professional ability building, read more books and papers related to disciplines and teaching activities, and improve their theoretical level.
(C) to stimulate students' interest in learning
Students are the "subject" of music course learning, and interest is the core factor affecting students' learning efficiency. Therefore, teachers should try to downplay the adverse effects of external factors on students' music learning, and rely on the innovation of teaching mode and teaching means to stimulate students' intrinsic interest in learning, so as to effectively break through various problems existing in music teaching. As far as the teaching of "Chasing the Moon by Clouds" is concerned, in order to let students better perceive the emotion and atmosphere of this piece of music, teachers can skillfully use multimedia tools to build a beautiful picture of chasing the moon by clouds for students, supplemented by poetry reading or song appreciation, to stimulate students' sensory system from the visual and auditory perspectives, and then stimulate students' interest in learning. In this way, students' initiative and enthusiasm in learning will become more and more prominent, and music teaching can achieve better results. Of course, in addition, teachers can also introduce a variety of education and teaching methods such as group teaching method.
Third, the conclusion
Music education is of far-reaching significance to the growth and development of primary school students, but for a long time, due to multiple factors of economic environment, the effect of music education in rural areas is not good and there are many problems. These problems are both conceptual and material. Education authorities, even schools and teachers need to take targeted measures from multiple levels to improve the effect of music education in rural primary schools.
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Sun zuodong Wang Hui. Research on the present situation and countermeasures of the quality of music teachers in rural primary schools [J]. Teaching and Management, 20 12, (03):44-45.
[2] Wang Wenxia. On the present situation and countermeasures of music teaching in rural primary schools [J]. After-school education in China, 20 10, (12):278.
[3] Tamia Liu. Problems and Countermeasures of Music Teaching in Rural Primary Schools [J]. The Road to Success, 20 15, (24):86.
On the Problems and Countermeasures in Music Teaching in Primary Schools 1 Abstract With the continuous advancement of the new curriculum reform, music, as an art subject, has the same purpose as education in other disciplines and is an essential factor for the growth of primary school students. After the curriculum reform, the form of music teaching has changed greatly. However, due to the influence of traditional teaching concepts, some primary school music teaching has not been valued by schools and teachers. There are still some problems in the form of music education, teaching courses and teachers' comprehensive quality, which need to be improved in actual teaching to promote the development of music education. Therefore, this paper discusses in detail the problems existing in music teaching in primary schools and the countermeasures. The main purpose of this study is to improve the teaching quality of music in primary schools.
Keywords primary school music; Teaching classroom; There is a problem; Coping strategy
In the guiding outline of the new curriculum reform in China, it is required to attach importance to the all-round development of primary school students' morality, intelligence and physical fitness. Because primary school students are in the primary stage of learning and growth, music can greatly improve their comprehensive quality. Music education can enlighten pupils' minds and make their thinking more active. It is the great responsibility of schools and music teachers to improve students' cognition of beauty through music education and teaching activities. At present, there are many problems in the process of music teaching in primary schools. How to enrich primary school students' music knowledge and give full play to the educational function of music courses has become an important research topic in the field of education.
First, the lack of music teaching activities in primary schools
(A) the normalization of actual teaching activities
At present, the content taught by some primary school music teachers deviates from students' real life, which makes it difficult for students to understand the basic knowledge of music. In the long run, students will lose interest in learning music knowledge. In order to complete the teaching task, music teachers are often too formal in the process of carrying out teaching activities, and students are easy to resist the music teaching content and lose interest in learning. In addition, teachers ignore the important role of music education in students' physical and mental development, so they fail to take promoting students' growth as the core goal in actual teaching. There are also some music teachers who don't know enough about the new curriculum reform. They think that the introduction of pop songs into primary school music classes is the embodiment of educational innovation, and they don't pay attention to whether the melody of the selected music is beautiful or not. They just carry out teaching activities step by step, which makes students unable to grasp the corresponding knowledge points from music classes.
(B) the objectives of teaching activities are unclear
At present, in the primary school music class, music teachers have not set clear goals for the course. In order to innovate the form of teaching activities, some teachers use question-and-answer methods to carry out teaching activities, which can achieve better teaching results. However, in practice, too many problems are used, which often leads to the neglect of teaching objectives. There are also some teachers who excessively expand extracurricular music and spend most of their energy on organizing various music activities. Although the classroom atmosphere is lively, primary school students don't really learn anything from it, and even don't understand the key contents of the classroom. It is precisely because of this differentiated education method that the goal of music education activities becomes unclear, which affects the enthusiasm of students and the role of music education cannot be fully exerted.
(C) the professional level of teachers is low
Music is an art subject, which can not only cultivate people's sentiment, but also improve people's quality of life. Music education has certain particularity, which requires music teachers to have higher professional level and artistic accomplishment. Many music teachers in primary schools are not music majors, and some even teach music courses in other disciplines. The teaching quality of music creation, work appreciation and music theory courses carried out by such teachers has been greatly affected. Due to the lack of understanding of music teaching, the close relationship between music and real life is ignored. Therefore, such music teachers failed to correctly guide students to learn music knowledge and improve their musical literacy, and even some students' musical potential was buried.
Second, the optimization of primary school music teaching classroom strategy analysis
(A) abandon the traditional teaching concept
Under the educational system of our country, music education in primary schools has not been paid attention to. In order to improve students' performance in cultural courses, the school mainly conducts in-depth research on the teaching of main subjects, but less on music courses. Therefore, abandoning the traditional teaching concept, improving the form of music teaching and improving the quality of music teaching in primary schools have become the key research topics at present. Music teachers should pay attention to the connection between music and daily life, improve pupils' interest in music, and through the development of music activities, let pupils learn to cooperate with each other, improve their collective consciousness, feel the unique artistic charm of music, and make students' study life more colorful. At the same time, a pleasant learning environment can make teachers and students feel happy, which is helpful to improve students' efficiency in learning other cultural classes, and then better combine life and study.
(B) clear primary school music teaching objectives
Music education is an important part of primary school teaching, and clear classroom teaching objectives are the premise to ensure the quality of music education. In music education, teachers should understand students' real life, design teaching courses according to teaching objectives, stimulate students' interest in learning, improve students' enthusiasm for participation, and thus better cultivate students' music literacy. Use the uniqueness of music to attract and infect primary school students and make them realize the significance of learning music. In the teaching process, teachers should make clear the teaching objectives, let primary school students master the key points of music knowledge, study and practice in an orderly way, and avoid students' enthusiasm being frustrated. Teachers can also guide students to actively participate in music teaching, improve students' music literacy by stimulating their creativity, and make music teaching develop.
(C) improve the professional level of teachers themselves
The quality of music teachers plays a vital role in the education process. Only by constantly improving teachers' professional level can teachers give full play to their leading role in music teaching. In the stage of selecting teachers, schools should strictly demand the personal professionalism of music teachers and pay attention to their subject knowledge and career path. For school teachers, it is necessary to strengthen their understanding of the importance of music teaching, let music teachers know the disadvantages of traditional music teaching, use multimedia technology to modernize teaching methods, and let primary school students perceive music more intuitively, thus enriching their music knowledge. Through teachers' continuous self-improvement, the content and form of music teaching activities can be improved. Pupils can cultivate their excellent comprehensive quality in the process of learning music. In the process of improving teaching, music teachers should conform to the development direction of the times and solve the problems existing in the teaching process, so that music education in primary schools can develop in the long run.
Third, the conclusion
To sum up, music, as a special art and culture course that pleases the body and mind, relieves emotions and improves the overall quality of itself, plays a very important role in the development of primary school students. Due to the immature psychology of primary school students, music teachers need patient guidance to create a relaxed and happy learning atmosphere in the actual teaching classroom. Schools should abandon the traditional educational concept, attach importance to the all-round development of primary school students, organize music teachers to study music knowledge in depth regularly, and find teaching methods suitable for primary school music. I hope that on the road of primary school music education in the future, through more efforts and persistence of every music teacher, primary school students can get better music education and primary school music education can be truly reformed.
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Zhu Yuhua. Emotional Blending and Charming Music —— On the Strategies of Effective Music Teaching in Primary Schools [J]. Reading and Writing (Journal of Education and Teaching), 20 16, (09): 245.
[2] Yu. Problems and Countermeasures in Music Teaching of Preschool Education in Secondary Vocational Schools [J]. Contemporary Music, 20 16, (15): 24-26.
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