The new textbook published by People's Education Publishing House breaks through the traditional framework of textbook compilation on the basis of implementing the basic concept of music curriculum standards, and is innovative in presentation mode, teaching content and arrangement, with distinctive features in unit theme structure, creative teaching content, music games and evaluation methods.
Here is a brief introduction to the main features of the first and second volumes of the new textbook.
(a) close to children's lives, including humanities education, lively unit theme content.
1. Close to children's daily life
In adult society, children are weak and helpless, influenced by adults in their thoughts, dependent on adults in their spirit and imitating adults in their behavior, so there is little left for their own lives. Children need to have their own life, their own will, and meet the needs of releasing and expressing personal feelings in their world. The new textbooks, Unit 3 of Book 1, We are All Good Friends, Unit 5 of Book 1, Cartoon City, Unit 5 of Book 2, How Happy We Are, and Unit 6, Hide and Seek, show all aspects of children's lives from all angles, such as friendship, singing, dancing, games and so on. And guide children to express their feelings with music. In the musical activities of feeling and expressing different musical emotions,
Music creation seems to be only a composer's patent. The first unit of the new textbook "Interesting Sound World" tells children that music exists in our daily life all the time. This unit guides children to pay attention to the surrounding living environment, discover and listen to the most common sounds in nature and human life, and let children experience the close connection between music and human life. Every child can create music, and everyone has the joy of creating music.
2. Harmony between man and nature
Harmony between man and nature and animals is a theme related to the survival and development of human society. Children are the future of the earth, so we should establish the concept of caring for animals and nature from an early age. Unit 2 of Book 2, Spring Comes, is a collection of music works describing spring, showing clouds, rain, melting ice and snow, animal awakening, spring outing, spring ploughing and so on. In order to inspire children to observe spring and produce feelings of loving and praising nature. Unit 4 of Book 1 and Unit 3 of Book 2, "Animals in Music", use children's nature of loving animals to stimulate children's inner feelings, encourage students to associate with different animal images depicted in different music, personify animals, and feel mutual respect and love between people and animals.
3. Vivid ideological and moral education
The motherland is an abstract concept in the eyes of children. Unit 2, Book 1 of the textbook "I Love My Hometown, I Love My Motherland", by listening to the national anthem of China people and learning to sing songs such as "Beautiful National Flag" and "I Love My Hometown, I Love My Motherland", a concrete image of the motherland is outlined in children's minds. The first unit of Book 2, "Stop at the red light, go at the green light", uses the traffic rules and games that children are familiar with to attract children to learn to sing songs related to public order and moral norms, and cultivate children's awareness of obeying public morality and being civilized and polite citizens.
4. Multicultural music culture
Unit 6 of Book 1 "Welcome the Spring Festival" and Unit 4 of Book 2 "Fifty-six Flowers" focus on the rich and colorful music culture of the Chinese nation, showing the unique music styles of all ethnic groups in the motherland and the differences in costumes, dances, regional customs and other related cultures.
(B) pay attention to a variety of teaching forms to cultivate and develop children's creative ability.
According to the requirements of music curriculum standards, the cultivation of children's creative ability should start from an early age and run through the whole process of music education. The new textbook embodies this idea well. Starting from the first unit of the first book, starting from cultivating children's improvisational creativity, we can stimulate children's interest in feeling and expressing music and gradually cultivate their love for music.
1. Create an audio story
Unit 1 of Book 1 "Interesting Sound World" embodies the author's intention to inspire children with sound and develop their ability to feel, imitate and create sound. In particular, stories woven with sound have changed the traditional concept that music creation is composition, broken through the limitation that children's music creation ability is restricted by music knowledge and skills, organically integrated sound, imagination, creation and performance, and given children a broad creative space. Since then, Unit 2 of Book 2, "Spring Comes" and "Spring Quietly Comes" encourage students to express the scene of spring with language, action, pictures, singing and recitation, which continues the music creation method in Book 1.
Create lyrics
Unit 6 of Book 1 "Welcome the Spring Festival" and "Happy New Year", Unit 5 of Book 2 "How Happy We Are" and Unit 6 "Hide and seek" and "Count Toads". The textbook only provides one paragraph of lyrics and requires students to create other paragraphs. Example of Unit 3 "Animals in Music" in Book 2. "Animal Singing" requires students to imitate the sounds of their favorite animals as their new lyrics.
Step 3 create an action
Unit 4 of Book 1 "Lions and Elephants", imitating lions and elephants to walk; Book 2 Unit 3 "Animals in Music" A happy little panda improvises with the music; Unit 3 Spring is coming "Cloud improvised this song.
Small creative links run through the textbook. Unit 4 of Book 2 "Fifty-six Flowers" and "There is a river in front of my house" try to perform with other children's songs in other ways; Unit 3 of Book 2 Animals in Music and Little Donkeys Climbing the Hillside Choose percussion instruments to accompany songs, etc. These all reflect the intention of developing children's creative ability.
(3) Integrating the necessary music knowledge and skills into various music practice activities.
The first grade teaching focuses on stimulating and cultivating children's interest in music. The teaching content of music knowledge and skills mainly adopts the comprehensive and intuitive teaching form of singing and dancing, pictures and games to cultivate children's musical feeling and expression ability.
1. rhythm
First-grade children move freely with music, improvise dancing, and improvise reading children's songs according to the rhythm, all of which run through the training of children's stable rhythm. In addition, first-grade children are required to feel and experience the duration of specific notes, such as quarter notes, eighth notes, binary notes, dotted binary notes, quarter notes and so on. Introduce the feelings of these notes and rests to children with vivid and interesting animal calls and specific activities. If you think it's a rest, sing silently from the heart first as a foreshadowing, and then keep silent. Finally, the purpose of accurate rest is achieved. From children's daily life, such as dotted dichotomous notes, three quartets are introduced from imitating the short calls of ducks, and then dotted dichotomous notes are introduced from imitation angles. Finally, draw a dog's short bark, so that students can continue to associate and think. What other animals' long cries can be expressed by dotted dichotomous notes?
2. Music performance
Guide students to pay attention to and feel the various means of expression of joy, and accumulate and improve their musical expression ability. For example, in the first grade, you can know and understand two different dynamics signs, listen to music with different dynamics, and express the corresponding musical emotions with different dynamics. Unit 3 of Book 2 "Small Animals Sing", I sing about animals with different strengths and weaknesses. For example, the feeling and comparison of phrases and paragraphs, Unit 2 of Book 2, "Spring is coming" and "Light rain rustling sand", listen to the same phrases and paint the same melody; Unit 4 "Protect the Lamb" listens to different pauses of phrases, and "Happy Rosso" listens to the same and different paragraphs.
Step 3 sing and play
Be able to listen to and debate the timbre of various classroom percussion instruments, and play and create with your own voice or percussion instruments. It is required to sing "Less than Sasha" and "Nai Yo Nai" and recite "Happy New Year", "Clouds" and "Thinking of Goose". Can distinguish between lead singer and chorus, such as chubby.
4. The feeling of musical emotion
At first, I thought music could express different emotions. The second volume, such as Happy Little Panda, sorts the pictures according to the music content. Children should not only listen to music, but also imagine different pictures according to the development of music. At the same time, they should judge the illustrations provided in the textbook according to their imagination and make the right choice. Unit 6, Book 2 "Toy Soldier March" and "Candy Fairy Dance". Appreciate two kinds of music with different emotions, magnificent and beautiful, and let children choose the appropriate music score for the fairy tale Alice in Wonderland. There is also a song "Iris" that needs a more lively and stretched musical mood.
(4) Lively layout
The layout is lively, the illustrations are rich, and the cartoon characters are full of childlike interest. Anthropomorphic animal images, small ants riding bicycles, singing cats, etc. Give children a strong visual impact, meet their aesthetic requirements, and let them love to watch and learn.
(5) Material selection and design have the flavor of the times.
On the basis of retaining some classic works, the first grade added new songs with the flavor of the times, reflecting the mental outlook of primary school students in 2 1 century, with about 17 songs. Among them, "Goose Fu" is based on the poems of the Tang Dynasty poet Luo, and the melody is based on the intonation of the poem, which is elegant and lyrical and full of the charm of ancient poetry. It is also the first time to choose "Spring Coming Quietly" in listening to music. The musical images of Melting Snow and Chilling Spring are very distinct.
"My Music Webpage" is the concrete embodiment of computer technology in the way of music evaluation. If this paragraph has the characteristics of the times, it can be used not only in the process of unit learning, but also at the end of unit learning or semester. Teachers can not only evaluate children's learning in class, but also learn about their learning after class through children's cooperation, parents' supervision or children's self-evaluation. Evaluation methods can be static, such as writing and recording, or dynamic, such as concerts, performances and music games. It can be a virtual "music web page", which loads the content of learning evaluation, and also encourages qualified students to make real "music network negatives" on the computer, experience the characteristics of the times given to music by modern technology, and enhance their sense of learning accomplishment.
(6) Teaching skills
In each unit, there are teaching tips at the end of each lesson. Some are teaching methods, such as "singing loudly and silently", and some are teaching focuses. "This song has a lead singer and a chorus. Will you please sing the lead singer? " There are also teaching requirements such as "reciting this song". The original intention of the textbook writing group is that teachers can teach with textbooks without any teaching reference materials, or provide convenience for students with strong musical ability to study by themselves.
Second, how to use teaching materials
In addition to a song, there are knowledge points and related exercises in traditional textbooks. No matter how students feel, teachers always have something to do, teaching songs, teaching knowledge or reading music. According to the requirements of music curriculum standards, the new textbooks focus on feeling music in the first and second grades, and the tips given to teachers are very limited, so it is difficult for teachers to implement teaching. The following provides teachers with how to use teaching materials and how to implement teaching.
(A) teachers must be familiar with and understand the textbook, and deeply understand the intention of the textbook.
Teachers must go deep into the textbook, understand the intention of compiling the textbook, dig out the hidden knowledge points, musical expression means, relevant social culture and so on, and take music as the main line to run through these contents, so as to meet the requirements of music curriculum standards and new textbooks.
Each unit of the new textbook is basically composed of four teaching contents: feeling and appreciation and musical expression. Music creation and related music culture. Some content is explicit, and some content is implicit.
For example, in Unit 1 of Volume 2, "Stop at the red light and go at the green light", the textbook shows three levels of teaching content: First, learn to sing; Second, sing loudly and silently, notes and rests; The third is the code of moral conduct. There are three songs and a nursery rhyme in this unit. Teaching focuses are different, but they all run through three aspects: musical feeling, musical expression and social behavior norms. The implied content is to feel the music and cultivate students' inner sense of rhythm, creatively handle the part of loud and silent singing, and freely choose percussion instruments to accompany nursery rhymes.
Another example is Unit 4 "Fifty-six Flowers", which requires listening to the difference between the endings of the first and second phrases of the song "Protect the Lamb", which is the explicit teaching content. The intention behind the textbook is that the same is true of the songs learned earlier, such as small animals singing and little donkeys climbing the hillside. Teachers can compare the phrases before and after when teaching small animals to sing and the donkey to climb the hillside, or they can expand from the comparison of the ending sound to the comparison of the phrases before and after. For example, the first half of two sentences is the same, and so is the second half.
Another example is Unit 6 "Hide and Seek" and "Toy Soldier March". What kind of music is suitable for walking? Please follow the music. It's not that only Toy Soldier March is suitable for walking. Many songs in the whole textbook, such as little ants, happy lotus flowers, little donkeys climbing the hillside, happy clapping songs and singing of small animals, can walk and do rhythm.
Unit 4 "Fifty-six Flowers" and "Nai Yo Nai", please clap your hands or do other actions at the colored bars. The subtext is to point out that the melody of the song consists of three sounds, namely sol, mi and DO, which are the core sounds of the song.
(2) Repeated feelings and experiences, integrating the contents of teaching materials into the inner experience, and looking for the excitement of personal emotional experience as the starting point of teaching design.
After teachers are fully familiar with the teaching materials, the next step is to find the breakthrough point of teaching design. What can be a starting point? It can be teaching content such as singing, instrumental music, appreciation and creation. It can also be the genre of music, different forms of expression of the same musical work, etc. It can be used as the starting point of teaching design. However, if teachers can't grasp the key points, students will achieve nothing and teaching goals will be difficult to achieve. Be sure to ponder over the textbook repeatedly, and find out what you are interested in, or the key points you think are important, or the problems that need to be solved urgently. Starting from a point, we should disperse, collect and sort out all kinds of materials related to this, start thinking, and take this as the main line to screen and organize teaching work. For example:
1. Music works are the most profound places for teachers' emotional experience. Music works, like literary works, also have elements similar to the meaning of "eyes". These elements have profound meanings, which can convey the main theme of music images, or leave people with endless aftertaste of theme melody, or recurring rhythms, etc., which can be said to be the "eyes" of music works. Eye is the most aura music work. Different teachers have different emotional experiences and different understandings of "eyes". It is of great significance to discover the "eyes" in music works, understand music works and deal with music expressions. (Fujian Chen Tuo talks about music education in primary and secondary schools 200 1, 12)
For example, the quarter rest in Unit 1 "Red Eyes and Green Eyes" can be said to be the "eyes" of the song. When singing, an accurate pause will bring students the experience of "stopping at a red light", which is in contrast to the smooth music with unimpeded green light. This can be used to train students to listen to the similarities and differences of melody rhythm, train students' rhythm and make courseware of traffic lights. Another example is the trio of Sol, Mi and Duo in Unit 4 "Fifty-six Flowers" and "Nai Yo Nai", which can be said to be the most distinctive feature of the song. Taking this as a starting point, we can design a singing form that leads the crowd, playing the song melody with bowls, plates and cups, and continuing to compose and develop the song melody with three tones.
2. A natural and social theme. For example, the first unit of the first volume, Stories Woven with Sound, organically integrates teaching contents such as voice imitation, singing, performance, rhythm, performance and composition with the themes of "early morning", "ten minutes between classes" and "park". Another example is the creation of Unit 2 of Volume 2, Spring is Quietly Coming.
3. Teaching difficulties. For example, it is difficult to learn to sing and memorize lyrics in the first grade of primary school. In order to solve this problem, we can adopt comprehensive methods such as reciting, telling stories, rhythm, performance, multimedia demonstration, group competition and games to create a relaxed and happy atmosphere so that students can master words unconsciously. For example, in the teaching practice of learning to sing the song "Little Ant", the teacher designed the students to play the role of little ants to recite the lyrics, splice the lyrics, read the lyrics with the beat, recite the lyrics with the music and sing the lyrics, which reflected the teacher's ingenious conception in lyrics teaching.
For example, the second volume of the song "Small Animals Sing" is a song that starts from the weak festival, and the children enter at the last beat of the fourth beat, which is the difficulty in learning to sing this song. Usually to solve this problem, the teacher counts three beats first, and the students enter the singing, or the teacher shouts "ready" and enters the singing directly. If we take this difficulty as a breakthrough, teachers can do a lot of articles: design the prelude of three cries of animals, three rhythmic movements of animals, and so on. , not only solved the difficulty of weakness, but also improved the interest in learning to sing.
For example, students can practice vocal cord closure and even breathing through various activities such as blowing candles and bubbles, imitating whistling "DuDu" and windy "HuHu", and singing.
(3) Flexible use and handling of teaching materials, appropriate expansion and deletion, and adjustment of teaching content; Creative use of teaching materials, trying to reorganize teaching materials with various ideas.
1. Adjust the teaching order of textbooks and adjust the teaching content.
Teaching ideas and concepts are idealized. Teachers should adjust the teaching order of teaching materials according to students' musical ability, school teaching venues, equipment and teaching time, and on the basis of ensuring that music teaching tasks can be completed every semester or year or even the whole primary school stage. For example, there is a river in front of my house. There are 50 squares in the textbook, and the number is required to be L ~ 50. At the same time, children's songs are read and actions are performed according to the rhythm. If it is difficult for students to count, the teaching content can be reduced, or teachers and students can finish it together, or leave it for later.
Highlight the characteristics of music teaching and process, and enrich teaching materials. The Norwegian composer Ding Xin's "Spring is Coming Quietly", students can't understand it quickly, so they can add other songs related to spring. Crossroads, runways, etc. You can add "stop at the red light and go at the green light" in the game to help students practice singing silently and loudly. "We are not afraid of the big bad wolf" adds the link of watching the cartoon "Three Little Pigs" to help students deepen their understanding of music. In the lesson of "Red light stops and green light goes", although yellow light exists in real life, it has little to do with singing and music games, and it doesn't have to appear in class, nor does it have to be completely consistent with real life.
2. Use the teaching materials creatively and try to reorganize the teaching materials with various ideas.
Any entry point can develop and design a variety of styles. There are many ideas for teachers to reorganize teaching materials. Trying a variety of ideas can help teachers sort out their ideas and choose the best plan.
The second volume, Stop at a Red Light and Go Green, shows that the teaching content has three levels: first, learn to sing; second, sing loudly and silently; and third, standardize social behavior. In addition to these three contents on the surface of the textbook, they are hidden in the teaching process, including memorizing lyrics, learning to sing, walking according to the rhythm of songs, inner sense of stability, games related to traffic rules, and understanding the social behavior norms of primary school students. The first scheme focuses on song learning, with lyrics reading, lyrics creation, melody listening and imitation, sentence analysis and song singing as the main line, interspersed with games, walking and related social behavior norms; The second scheme focuses on cultivating students' inner rhythm. Then, listening to songs, the progress and rest of music, games when the red light stops and the green light goes, and singing loudly and silently are the key points of teaching, interspersed with listening to songs and understanding the relevant social behavior norms. The third scheme focuses on the cultivation of students' creativity, so we can focus on listening to the melody, writing lyrics, writing lyrics according to the melody, walking according to the song design, and how to deal with the progress and rest of music. It should be said that these kinds of understanding and handling of teaching materials are in line with the requirements of teaching materials. It depends on the teacher's understanding of himself and the choice of teaching focus. If you prefer singing, you can choose scheme one; If you emphasize dance, you can choose scheme 2; People who emphasize creativity may choose the third option. The establishment of teaching emphasis, the choice of teaching content and the arrangement of teaching order reflect the personal preference and emphasis of teachers on the connotation and performance of music, and also reflect the process of reorganization and re-creation of teaching materials.
3. According to the local music and cultural customs, choose appropriate angles and materials to carry out distinctive teaching.
The same textbook should not only reflect the characteristics of teachers' personal emotional experience and teaching treatment, but also have local characteristics. Some teachers who participated in the experiment have tried in this respect. For example, Hainan is a gathering place for Li people. Li people jump on bamboo poles on March 3rd, and the music teacher asks the bamboo pole dancing bow team to do or create rhythms in class, or takes the students to a festival party, so that the students can have a lively music class on the spot. "Lion Dance" is a spectacular sight that can be seen in southern holidays and various festive occasions. In the first book "Chinese New Year", innocent and lively pupils dressed as lively little lions rolled, climbed and kicked the ground to perform lions, which was very cute. In the north, you can "dance yangko" during the New Year, listen to the rhythm of yangko, learn to dance yangko, and students enjoy it. Beijing's "national flag is really beautiful" can go to Tiananmen Square to watch the flag raising, listen to the country sing the national anthem, and feel the majestic atmosphere when the national anthem rings.
(D) Choose teaching methods according to students' various situations.
Carry out the educational concept of taking aesthetics as the core and students as the main body. Music teaching should choose and create a variety of emotional teaching atmosphere according to students' age characteristics, musical ability, personality hobbies and the difficulty of teaching content.
1. Be familiar with children's personality, understand children's physical and psychological needs, especially find children's excitement, respond to students' ways of absorbing knowledge and perceptual experience, integrate teachers and students, and create a free and open learning situation.
Students in the lower grades of primary school are lively and unrestrained, and reading, singing, appreciation and creation can be carried out rhythmically. This period is also a good time to train children to feel the rhythm, remember the melody and imitate the pitch and movements. Children will have specific reactions to specific music, which is more worthy of teachers' observation and research, because the excitement of children is just a good opportunity for teachers and students to realize * * *.
For example, the first volume "We are not afraid of the Wolf" is the theme song of the cartoon "Three Little Pigs". When children appreciate and watch cartoons, the most thrilling thing is neither the leisure and happiness of three little pigs building a house, nor the wolf's hasty escape, but the wolf blowing down the house and chasing the little pigs to escape from dangerous conflicts, which is what students are most interested in. Music teaching designed around this link will certainly arouse students' extensive participation, and teachers can give full play to and highlight this link.
2. The part that students find difficult is the opportunity for teachers to fully display their talents and ideas. Teachers give priority to guidance and provide various methods and means to inspire and help students learn. They should attach importance to students' ability to adapt to society, encourage them to develop the ability of self-thinking and self-determination, and truly practice students' unlimited learning potential. As mentioned above, in order to help students remember the lyrics of the little ant, the teacher carefully designed many links.
Besides the physical and psychological similarities of children in this period, we should pay more attention to children's personality characteristics in some things. In teaching, students are mainly arranged to operate, and each student is encouraged to play his own personality and creativity. Pay attention to the individual learning process, that is, the expression of creative ability, the expression of personal inner experience and the authenticity of emotions, and fully respect and fully display them, so as to stimulate the true display of students' personal multiple intelligences. (the change of teachers' role-lifelong learning and modern teachers P. 1 14)
For example, how the three little pigs build a house and create the effect of blowing sand can be designed by the students themselves. For example, the song "Stop at the red light, go green" can be given to the students as "traffic policemen" who sing loudly and silently. The song "Small Animals Singing" is designed by students themselves. You can freely place strong and weak markers and design the intensity of music singing.
4. As learners, teachers discuss teaching methods with students and give students autonomy in teaching. Teachers can draw a lot of lost childhood and faded concentration from children, and can also interpret another joy of life growth from children's faces, and can also get a lot of inspiration from children.
If you listen to the songs brought by students, talk about your attitude and views on different songs, discuss the reasons for the rise and fall of pop stars' fame, talk about which students have musical expertise, which students have organizational skills, and how to carry out class concerts. You can discuss with students and make decisions with them.
(E) Reflection on personal education and teaching behavior
The cultivation of reflective ability is the most basic condition to ensure that teachers continue to study again. Teachers can find the advantages and disadvantages of individuals and others in the process of personal reflection or collective reflection, thus broadening their professional horizons. Inspire the motivation of continuous pursuit and transcendence.
The significance of reflection lies in the transformation of personal professional experience and educational theory, constant revision and adjustment, promoting the spiral rise of practice and theory, and obtaining a high degree of integration of theory and practice. Construct and constantly develop personal professional practice theory, effectively transform personal professional experience into professional knowledge, and take this as the basis for further reflection and improvement. For example, what problems should be paid attention to in the teaching design of comprehensive courses? Every teacher deserves a theoretical summary after practice.
Third, the evaluation criteria of music lessons
A good class has an exemplary role, which can provide a basis for teachers to prepare lessons, attend classes and evaluate classes, and promote the improvement of the overall quality of the whole teaching team. What kind of music class is a good music class? What criteria are used to evaluate a music class? This is a problem that many teachers care about, and it also directly affects the experiment of new textbooks.
In the past, the evaluation of classes was mainly based on the level of teachers and their lectures, followed by the degree of students' mastery of knowledge, with emphasis on the evaluation of teachers' teaching and students' learning effects. To carry out the educational thought of taking aesthetics as the core and students as the main body, I personally think that the evaluation of a music class should at least consider the following four aspects.
1. First of all, we should pay attention to the real record of the teaching process. What do students and teachers say? What did you do? How many times did the teacher do it? How long did the teacher spend in different teaching sessions? What should teachers and students do? Collect classroom teaching facts to provide basis for objective evaluation.
2. Pay attention to students' participation, communication, thinking and academic performance in class to evaluate the quality of classroom teaching. For example, the state of students' participation: how do students feel in class, and whether they can actively experience and imitate in music class. Students' communication status: whether to respond positively to teachers' questions and requirements, and whether the cooperation with classmates is friendly. Students' state of mind: whether they have independent opinions on music phenomena, whether they can freely create and improvise on the basis of existing music, and learn and solve problems independently. Academic performance status: whether you can consciously and confidently learn and master classroom teaching content, music knowledge and skills, etc. Can you link the relevant music knowledge and content with personal emotional expression according to the teacher's requirements, and sing and play with expressions?
3. Pay attention to teachers' transformation of their professional knowledge, cultural knowledge and moral quality, externalize it into a form acceptable to students, and use their own efforts to infect and influence students. This is very important. Different from scholars, teachers can not only sing well and learn well by themselves, but also influence and infect students with their own behaviors and abilities, and become role models for students to follow and learn.
4. Whether it has the development characteristics of extending from in-class learning to out-of-class learning. A good class can benefit students for life, directly affect their feelings and sentiments, affect their feelings and thinking about the world, that is, the way of expression, and finally accumulate into the deepest and most basic things in their spiritual world, that is, values and outlook on life. Classroom teaching under quality education needs complete humanistic education, which not only enables students to acquire knowledge, but also enables students to have a spirit, a position, an attitude and a spirit of unremitting pursuit.
A good music class should be a process of interaction between teachers and students. Students progress under the guidance of teachers, and teachers feel childlike interest, experience success and enjoy music in students' happiness. Teachers and students * * * create a harmonious and beautiful classroom atmosphere, blend scenes and enjoy classroom teaching and music.
Concluding remarks
How to implement music curriculum standards in teaching practice requires long-term unremitting exploration and research in music teaching theory and practice. In the initial stage of the new textbook experiment, especially in the last two years, teachers are faced with various difficulties in objective conditions such as the renewal of educational concepts, the adaptation of textbooks, the relative backwardness of school management and teaching equipment, especially the understanding of music curriculum standards and the grasp of new textbooks, which are controversial and divergent, which makes teachers feel confused. This situation is inevitable, and it is also needed by textbook experiments. Organizations and members at all levels of education management are relearning and updating their ideas, which takes time and practice to test people's understanding. Moreover, differences and disputes can make us think deeply. "The more you argue, the clearer it becomes." Academic exploration will only bring benefits to the development of education. In addition, music curriculum standards and new textbooks have a process of gradually adapting to real life and teaching practice. I hope that all teachers will give us timely feedback on the problems, difficulties and personal experiences encountered in teaching for your reference, discussion and exchange, and make joint efforts to promote the improvement of new teaching materials and accelerate the process of music education reform.