| In 2001, the government issued“The Full-time Compulsory Education Music CurriculumStandard (Experimental)”, the course content is divided into feelings and appreciation,performance, creativity, music and related culture in four aspects. This article is based on 18primary schools in Shenyang City as an example, the primary school of new curriculum reformbackground music present situation of the application of teaching method, in view of thecurrent situation , the corresponding suggestions and the elementary school music educationcaused by some of the thinking.The first chapter for the problem put forward. Introduced the research background, researchpurpose and meaning, and relevant definition of the concept. This study is based on the eighthround of curriculum reform for the research background, music teaching in primary schoolapplication status as the research content, in order to promote elementary school music teachingbetter development for our country music teaching method and system formed for researchpurposes.The second chapter is the status of implementation of the domestic primary school musicteaching. Domestic sections describe each of our primary school music education pedagogy:singing and teaching, appreciate teaching methods, creative teaching, instrumental teaching,read music pedagogy. The foreign part of the teaching methods of Orff, Kodaly pedagogy, TotalCroze teaching, Suzuki teaching methods, comprehensive musical pedagogy do in detail.The third chapter is the investigation of the application status of primary school musicteaching. This research in the primary school of Shenyang，just like Shenyang Tong Huiprimary school, Shenyang Experimental primary school and so on, their music teachers as theresearch object, random selected 60 as the samples were investigated and analyzed. By way ofquestionnaire as the main research method, at the same time as an adjunct to the interview andobservation. The author compiles“Primary school music teaching status of implementation ofthe questionnaire.”Through the questionnaire, interview and summarized at the conclusion, andput forward the present elementary school music teaching method and the present situation ofthe application in the application of the existence of the problem. First, teachers lack thepedagogical understanding of relevant theoretical guidance. Most teachers teaching to therelated theory of knowledge can not understand thoroughly, and the existence of errors in theimplementation of the teaching process. Second, students’ acceptance of different teachingmethods. Students due to differences in age and talent makes the actual process of learning, teaching acceptance of differences. The third part of the teaching content to limit theimplementation of the pedagogy. The backwardness of the teaching content, resulting in reversepsychology student learning from the students’ real life, which hampered the implementation ofthe teachers teaching.The forth chapter countermeasures to improve the application status of primary schoolmusic teaching and thinking. According to the survey results show the question put forwardcorresponding countermeasures, the author put forward five suggestions to the following: First,strengthening music teaching theory study，pay attention to cultivating higher teachers collegestudents humanistic quality. Second, the flexible use of music teaching methods, to avoidmodeling. Third, in accordance with their aptitude, clear teaching method using range. Forth,provide music teaching implementation of space. Fifth, change music teaching evaluation partytype.Through a survey of 18 elementary school music teacher in Shenyang City, the authorunderstand the importance of music pedagogy in music teaching and shortcomings, is nowpresented in a paper form, so as to provide a line teachers of the corresponding teachingtheoretical basis, but also a meager force to contribute to the development of China’s musiceducation!... |
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