Middle School Teaching Music Aesthetic Education Function Of Practice And Thinking

The paper discusses the communication and thinking of experience of the musicaesthetic function in secondary education and teaching. From several aspects, the paperillustrates the positive role of music aesthetic function in secondary education andteaching, the interplay from the body music to the contact music. With practicalexperience as the starting point and theoretical basis as a guide, the paper also illustratesthe positive role through my own music teaching experience.The whole paper consists of six parts involving the introduction and five chapters.The introduction mainly interprets the value of this thesis. Everyone has his heart inbeautiful things and everybody has his aesthetic abilities. The aesthetic function ofmusic not only plays an important role in secondary education and teaching activitiesbut also promotes more effectively the education-and-teaching activities because thecontemporary secondary students are faced with great learning pressure, heavyhomework burden,and psychological characteristics of sensitiveness and liveliness.Chapter One: music education will contribute to the teaching activities ofsecondary education. This chapter is divided into two sections: the first section is thatthe music knowledge can enrich students’ experience; the second section is thatattaching importance to the appreciation teaching can improve students’accomplishment.Chapter Two: the aesthetic function of music can improve the learning efficiencyof students in the classroom. It Includes three sections. Section One illustrates musicaesthetic function guides students into the classroom situation; Section Two illustratesmusic aesthetic function changes the emotions of the students in class; Section Threeillustrates aesthetic function improves students’ abilities of imagination and creation inclass.Chapter Three: the broader roles of the aesthetic function of music practising inteaching activities. Music aesthetic function can form synesthesia, thereby teachers cancarry out more effectively education and teaching activities. This chapter emphasizesthat, by listening to music, students can experience aesthetically the music and form thesynaesthetic effect that works on the education and teaching activities.Chapter Four: the aesthetic function of music actively adjusts the students’ mood.This chapter has three sections. In the first section, the study is carried out from theaesthetic physiological mechanism of students towards music. This section is discussedfrom three small aspects: firstly, music directly works on the limbic system and adjustsstudents’ mood and behavior; secondly, the brainstem reticular formation activates themood of students in the music aesthetic process and maintain a certain level of arousal;thirdly, in music aesthetic process,"pleasure center" of music excitary hypothalamicrestrains the “pain center”. In the second section, music can also influence the students’emotions through tones. In the third section, music aesthetic function can bring studentshappiness.Chapter Five: the aesthetic function of music influences the students’ personality,and enlightens the minds of students. This chapter is divided into two sections: the firstsection illustrates that aesthetic function of music improves the level of students’ will; the second section illustrates that music aesthetic functions enlighten the minds ofstudents.The last chapter is the conclusion, which briefly summarizes several aspects ofpractice and thinking about music aesthetic function in secondary education andteaching activities.