| From 1950s on, as the great development of the curriculum theories, the meaning of curriculum has been deeply changed. The understanding and study of curriculum has been extended from the knowledge-oriented to the humanity-oriented. As for the challenge of new technology, the requirement of cultivating persons with high abilities, the issues of inconsistency between modern courses and the development of era, and lifelong study, all countries in the world have carried out many reforms. Changing the mode of learning and encouraging the students to study, live and create by themselves have become one of the core conceptions of the worldwide curriculum reforms. Music curricula reform aims at the value of music teaching - "the development of human", and encouraging extending the field of music teaching, cultivating the content of teaching, exerting students' power as the principle part and leading students to study in various practice.With the worldwide curriculum reforms, Chinese fundamental education is experiencing great changes as well. As the development of our fundamental education reforms, music course especially in Senior High School, as one key course, has been onto a new stage of developing. Senior high school music reform, after 3 years of experiments in Shandong, Ningxia, Guangdong and Hainan,, is stepping into the experimenting stage in our nation this autumn 2007. One of the core conceptions of the curriculum reform in Senior High School is to change the mode of students' learning, and to promote experiencing, comparing, co-operating and exploring in music study. For this purpose, new curricula extends the music learning field, varies the content of learning, and applies the module-learning, which takes the place of former simple music appreciation course. Credit-system replaces the studying-time system. The aim of this course has been improved to emphasize on learning process and methods, emphasize on students' lifelong study and continuing development on music, emphasize on students' experience and participation. It shows more independence, variety and diversity on course learning and experience, self-determination, exploration and cooperation on learning methods.As the implementation of the new public senior high school music curricula in our whole nation this autumn in 2007, due to varies reasons, we have to face the inconsistency between present slow senior high school music education and the giant step, broad span and great difficulty of the new curricula reform. Most problems are: 1. The environment of curricula is relatively closed, the course objectives and content are relatively simplex, and the resources have not been fully integrated and utilized; 2. Students tend to be material-oriented, haven't got enough drive inside and are in the strange circle of passive study, lacking preview and revision; 3. The overall quality of music teachers needs improving. Some teachers' teaching ideas are relatively lagged behind. They see themselves as traditional knowledge and skill transformers, haven't got much strength for being the explorers. They are still automatically carrying out the textbook. Teaching-oriented conventional classroom shows the over-control of teachers, lacking the active participation from the students. Therefore, under the guidance of new curriculum, exploring the theories for the changing of learning methods, analyzing the transition, searching teaching strategies, guiding students' learning, reflecting on practice, putting forward suggestions are the focus of this thesis, which will offer active significance to the implementation of new curriculum.This thesis advances the respect on difference and guide students to construct a multi-music study thinking in the open course study offered by teachers through the practice and exploration in the change of music study mode, the analysis of the three factors: course, students and teacher, and thereflection on practice and teaching cases; in teaching practice, teaching strategies are put forward, like creating a classroom setting, building a showing platform, stimulating the question awareness and utilizing the group activities to lead students to experience, get control, explore and cooperate in music study; in the reflection study, aiming at the implementation of the change of new course learning mode, four suggestions are here: to create condition for the change of learning mode with rich learning content; to build up a platform with varies practice; to offer guidance with the change of teacher's role; to supply motive with differential assessment.This thesis consists five chapters. In the introduction part, it talks about the background, significance, ideas, methods of the researching and the structure of the thesis; in chapter one, it deals with the theories of music learning methods and their changes; in chapter two, it analyzed the actuality of senior high school music learning methods transition from the aspects of curricula, students and teachers; in chapter three, it explores on the change of music learning mode linking with teaching; in chapter four, it reflects on the theories and practice and relationships between learning mode and its related factors and offers four suggestions.This thesis is based on the author's first-hand teaching experience. It adopts materials, investigations, interviews, cases study, action research and so on. After purposeful comparison on teaching and case analysis, the combination of theories and practice, the thesis is accomplished. The research shows: creating an open class environment, applying effective teaching strategies and teacher guiding senior high students to change their music learning mode are completely possible and practical. It's proved that the learning mode of experiencing, getting control, exploring and cooperating in senior high music course can effectively stimulate students' study, improve their learning result and cultivate students' abilities on practice and innovation. |
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