Study On The Teaching Of Folk Songs In Primary School In The Perspective Of Ethnic Music Culture Inheritance

Against the background of globalization nationalization,localization and mother tongue culture have increasingly become the focus and hotspot of social concern.How to safeguard the excellent traditional culture of one's own ethnic group? How to inherit its music culture? And how to inherit ethnic music cultures in school music education? These are important issues that must be confronted by the current research on the theory and practice of music education in China.In 2017,the General Office of the CPC Central Committee and that of the State Council issued Opinions on Implementing the Inheritance and Development Project of the Excellent Traditional Chinese Culture,clearly pointing out the significance and the main content of inheriting excellent traditional Chinese culture,and putting forward the tasks and requirements of school music education.The school music education undertakes the historical mission of inheriting ethnic music cultures and acts as the living text of the inheritance of ethnic music cultures.School music education has its own characteristics,methods,patterns and systems,which provide the conditions and guarantee for the effective inheritance of ethnic music cultures.Meanwhile,ethnic music cultures are also counter-productive to school music education,offering a higher position and perspective for the cultivation of moral education,aesthetic awareness,and cultural understanding of school music education;they are a necessary guarantee for students to set up a sound personality and all-round development,and are the enrichment and intensification of school music education.The present study includes three parts.The first part is ontology research: on the basis of clarifying the historical evolution of primary school folk song teaching,it discusses its connotation and value.The second part is the actual research,describing the status quo of primary school folk song teaching,and analyzing its influencing factors.And the third part discusses the design and practice of primary school folk song teaching in the perspective of ethnic music culture inheritance.In terms of ontology research,the history,connotation and value of primary school folk song teaching are explored.Based on the ethnic culture identity theory and mother tongue music education system theory,the value of ethnic history inheritance,of ethnic culture inheritance,of ethnic aesthetics inheritance and of ethnic spirit inheritance of primary school folk song teaching are analyzed.In terms of actual research,taking city C as an example,stratified sampling of schools is conducted,23 schools are selected,and students(1871),teachers(46),and teaching group leaders(23)are used as samples.Questionnaires,interviews,and observational research methods are used to obtain relevant research data.SPSS is used to analyze and collate the data,and their reliability and validity are examined.According to the theory of classroom observation,a primary school folk song teaching classroom observation table is drawn up,a representative sample of primary school folk song classes in City C(12 sessions)and national grade-A primary school folk song teaching videos(12 sessions)is taken for classroom observation.And on the basis of the monitoring methods of National Music Education Quality Monitoring Center,a primary school folk song singing test observation table is designed,stratified sampling is conducted in City C schools,the folk song singing of selected objects is tested on the spot,a comprehensive understanding of the advantages and disadvantages that exist in the primary school teaching of folk songs is discussed.On the basis of clarifying the internal and external factors that affect teaching,the factors that impact the teaching of primary school folk songs are analyzed to provide reference and support for the development of primary school folk song teaching.In the third part,based on the investigation of the status quo of primary school folk song teaching in City C,the design and practice of primary school folk song teaching are proposed.Through "Singing Folk Songs Well","Singing Good Folk Songs" and "Singing Living Folk Songs",the teaching objective of achieving ethnic music culture identity can be expected,and what can also be expected are completing the teaching contents of ethnic music culture heritage,highlighting the teaching styles of the mother tongue music culture,and fulfilling the ideal realization of primary school folk song teaching by strengthening teacher training in folk song teaching and constructing music textbooks featuring folk songs.Through the above study,the following research results are suggested:Result A: Through investigation and research,it is concluded that the advantages of primary school folk song teaching are mainly reflected in the facts that the inheritance value of folk songs is fairly welcomed,the structure of elementary music teachers is relatively reasonable,and the development of primary school music teaching is relatively reasonable.The insufficiency of primary school folk song teaching is mostly reflected in the lack of teachers' ability in teaching folk songs and in the regularization of teaching methods.There is hardly in-depth excavation and study of folk-song-oriented teaching methods,and the folk song teaching has a mediocre effect.The folk song dialects have become an obstacle for teachers and students alike,which has turned out to be a difficult factor in the inheritance of folk songs.Music teachers' ethnic music culture understanding and professional beliefs have limitations.In addition,in the construction of campus culture,the inheritance of folk songs is also marginalized and has not become an important constructing concern.The inheritance of folk songs takes up a weak position in campus culture.Result B: The factors affecting primary school folk song teaching are divided into internal and external ones.The internal factors mainly incorporate teacher factors,student factors,and folk songs.The external factors chiefly involve curriculum reform factors,teacher education factors and campus culture factors.Between them,the influence of internal factors surpasses that of external ones.Of the internal factors,the teachers' professional knowledge and beliefs will directly affect their design,implementation and evaluation of teaching because teachers are the leading force of teaching.Hence,compared with other factors,the influence of teachers is the greatest.Result C: The implementing approaches of primary school folk song teaching with strong operability propose the idea of singing folk songs well,singing good folk songs and singing living folk songs,and design and practice the objectives,contents,methods,teacher training and teaching material construction of primary school folk song teaching.This study contributes to the current primary school folk song teaching research in the following aspects: 1.In terms of teaching philosophy,the concept of “inheriting culture” runs through primary school folk song teaching,not only as a singing skill,but to achieve the inheritance of ethnic music cultures via the medium of folk song singing;2.The development of primary school folk song teaching is clarified,and the connotation,characteristics and value of primary school folk song teaching are explored;3.Through investigation the status quo of primary school folk song teaching is inspected;4.From both the internal and external aspects of teaching,the factors that influence primary school folk song teaching are analyzed comprehensively;5.Practicing strategies for the implementation of primary school folk song teaching are suggested.