Music Teachers In Middle School Under New Curriculum Standard Song Accompaniment Skills Training Research

This year is the tenth year of the new curriculum reform, and in the long road of reform, primary and secondary music education along the general direction of the new curriculum constant efforts. "The new curriculum standards" during the trial, as the international exchange activities in music education increasingly, some foreign music education for reference by the system introduces a teaching system and the introduction of teaching methods will be improved gradually. Music Syllabus from the previous focus on students in the mastery of musical knowledge and skills of professional music-oriented learning, changing into a musical aesthetic as the core interests as the driving force, for all students, focus on personality development, emphasis on music practice, encourage music creation, promotion of disciplinary and promote folk music, multicultural understanding, improve the evaluation mechanism as a fundamental concept of the new curriculum standards.Song accompaniment skills, music teaching in secondary schools is not only widely used, but also very important. But in reality the first line of teaching, due to differences in the quality of individual teachers and the different levels of local culture, songs, missing the level of accompaniment skills, and tends to lower. This generous face of secondary school teachers from three songs accompanied by capacity were studied:The first part, an overview of the new curriculum reform, and the song accompaniment in reality statements on the situation of music education. Through the introduction of this chapter, clear requirements and directions of the development of music education at the present stage, song accompaniment ability of middle school teachers an important position. The second part, from the start with the accompaniment of basic training, to analyze songs selected accompaniment friendly noise-proof type for content, explains how to allocate a song accompaniment. This section explains the basic theory for song accompaniment and summary of the accompaniment of the comprehensive ability have a clear understanding. The third part, explain the specific songs on the piano in middle school textbooks, and the role of accompaniment in music class. The section through the elaboration of different types of songs on the piano in the music classroom in middle school, and accompaniment to songs apart from "accompaniment" features other features of the study hope song accompaniment to harmonious integration in the classroom.