Research On The Teaching Content And Structure Construction Of Music Appreciation In Primary And Secondary Schools

he teaching of music appreciation in primary and secondary schools is a major means of improving students’ aesthetic and humanistic abilities,and an important prerequisite for highlighting the value of aesthetic education,developing students’ core literacy,and implementing the fundamental task of "cultivating morality and cultivating people.".However,the quality of its teaching is not optimistic in the actual situation.During the past 20 years of working as a provincial music teacher and researcher,the author has traveled to all cities,counties,and districts in J Province,participated in the supervision,inspection,diagnosis,evaluation,and research guidance of the quality of music classroom teaching,and has listened to and evaluated more than 1000 lessons in total.In long-term practice and research,it has been found that there are significant phenomena in music appreciation teaching in primary and secondary schools.First,teachers cannot grasp the intellectual content of music works in the textbooks.Secondly,during the appreciation process,students do not acquire the correct way to appreciate music,and thus do not form an effective learning experience in music appreciation.Thirdly,teachers are indifferent to how to achieve the acquisition of music knowledge,emotional experience,and value sublimation during students’ learning process,resulting in the virtualization of the values gained by students.The above three phenomena directly point to the core issue of the concept of "teaching content" in pedagogy.However,in reality,most teachers believe that the content of textbooks is all the "teaching content" that students should learn.Through academic research,the ways and methods of learning and understanding music,as well as the values gained by students,are precisely part of its "teaching content" connotation.Therefore,in order to improve the quality of music appreciation teaching in primary and secondary schools,the first step is to help teachers comprehensively grasp the connotation of music appreciation teaching content,and solve the problem of misreading caused by music teachers’ biased understanding and insufficient understanding of "music appreciation teaching content".Therefore,the author proposes to conduct research on the content and structure of music appreciation teaching in primary and secondary schools,with the aim of respecting the objective laws of music appreciation,following the path of realizing the intrinsic value of aesthetic education,establishing a "framework of teaching content" with a "structural" thinking,guiding teachers to pay attention to the connotation and constituent elements of music appreciation teaching content from a more comprehensive dimension and connection perspective,and establishing the relationship between their connotations.To better grasp the essential laws of music teaching and improve teaching quality.This study includes the following four aspects.Research I: Using the method of literature analysis,through the definition of core concepts such as music appreciation,teaching content and structure,and the discrimination of related concepts such as curriculum content and textbook content of music appreciation,the concept and connotation of music appreciation teaching content in primary and secondary schools are clarified.Research II : By using the method of literature analysis,through the analysis of the characteristics,composition dimensions,and logical correlation between dimensions of music appreciation teaching content in primary and secondary schools,the external framework of the structure of music appreciation teaching content in primary and secondary schools has been theoretically constructed.Then,using the method of focus group interview,we discussed and interviewed 9 experts,and further revised the external framework of the structure of music appreciation teaching content in primary and secondary schools.Research three : By using the method of literature analysis,the internal elements of the structure of music appreciation teaching content in primary and secondary schools are separated out.Using the Delphi method,18 experts were consulted back-to-back for two rounds to further revise and verify the internal elements of the structure,and finally determined and constructed the structure of music appreciation teaching content in primary and secondary schools.Research four : using the text analysis method,classroom observation method,to test the reasonable structure of music appreciation teaching content in primary and secondary schools in practice.The main conclusions of this study are as follows:1.The teaching content of music appreciation in primary and secondary schools refers to the sum of all the information,experience and value about music appreciation obtained by students under the joint action of teachers and students according to the art(music)curriculum standards,music characteristics and specific situations of classroom teaching in order to achieve the educational goals.It includes the content of objective learning materials for music appreciation,students’ aesthetic psychology and cognitive methods,methods and processes,as well as the content of students’ acquisition of values.The teaching content of music appreciation in primary and secondary schools has the nature of structure,which can be composed of external framework and internal elements.2.The external framework of music appreciation teaching content in primary and secondary schools consists of three levels.The surface layer is the objective learning material of music appreciation,the transformation layer is the aesthetic psychology and cognitive way of students,and the deep layer is the values acquired by students.The external framework of music appreciation teaching content in primary and secondary schools is stable,and it is not easy to change the external framework of its structure in any case.3.The internal elements of the structure of music appreciation teaching content in primary and secondary schools are composed of 7 secondary indicators,19 tertiary indicators and some connotation descriptions.Surface layer-secondary indicators of objective learning materials for music appreciation(2): directly refers to music sound materials,not music sound materials.Three level indicators(3): music symbol information,music technology theory information,music culture information.Transformation layer-secondary indicators of students’ aesthetic psychology and cognitive style(3): students’ aesthetic psychological reaction,students’ cognitive process,and the way of thinking in music appreciation and learning.Three level indicators(10): music aesthetic psychological response caused by emotional materials of music,music aesthetic psychological response caused by different cultural contexts,students’ aesthetic psychological response at different stages of development,music memory,music understanding,music analysis,music evaluation,overall thinking mode,experience thinking mode,process thinking mode.Deep level-secondary indicators of values acquired by students(2): noumenon values of music aesthetics and public values of music education.Three level indicators(6): emotional experience and connotation understanding,cultural self-confidence and multiple perspectives,external connection and application of music,attitude towards learning and life,awareness of creation and innovation,and transfer of communication and cooperation.4.The structure of music appreciation teaching content in primary and secondary schools in this study is comprehensive.All indicators have been proved in the curriculum standards and actual classroom teaching,so this study is reasonable and scientific.The structure of music appreciation teaching content in primary and secondary schools in this study is different in actual teaching.Through the observation of 180 video lessons of music appreciation at different levels,it is found that the more carefully polished the lessons cover the internal elements of the structure of this study,the better(national quality courses>provincial quality courses>normal courses);In the transformation layer-students’ aesthetic psychology and cognitive way and depth-students’ acquired values,teachers pay less attention to them in the teaching content of the two parts,which is quite different.This also shows the important value of this study,which can provide teachers with various possibilities of teaching content selection in music appreciation teaching.