The Primary School Music Teaching Reform Under The Multicultural Research

In the modern society with the rapid development of information technology,in the face of the trend of economic integration,the relations between countries are becoming closer and closer,and a new cultural pattern has been constructed.In the international environment,the concept of multi-culture has a great impact on the cause of education,with high research value.In the process of developing music teaching in Colleges and universities,taking multi-cultural music teaching as a breakthrough point can innovate music education mode and promote the further development of education.Based on the current situation of music teaching reform in primary schools in China,this study explores the impact of teaching reform on multi-cultural music teaching,with a view to building a sound multi-cultural music teaching system.With the help of two major research methods of comparison and theory,this study analyzes the significance of infiltrating multi-cultural teaching ideas into the reform of primary school music teaching mode,so as to explore a multi-cultural music teaching mode in line with the domestic teaching situation.In the process of carrying out the teaching reform of primary school curriculum,it is imperative to realize the primary school music teaching under the multi-cultural background.The main contents of this study are as follows:The first chapter is the introduction.This paper probes into the influence of multi-cultural teaching ideas on music teaching in primary schools in China from the angles of reasons and values,and introduces the development background of multi-cultural music teaching.China has gradually promoted the process of deepening the reform of primary school music curriculum,emphasizing the importance of implementing diversified music teaching.Based on this,this chapter analyzes in detail the significance of infiltrating multi-cultural teaching ideas in primary school music teaching,and discusses the formation and development process of multi-cultural music teaching.The second chapter is about the current situation of multicultural music teaching in primary schools.Selecting five primary school music teaching courses,using the method of comparative study,this paper carries out field research aiming at classroomresearch and guidance documents,and completes relevant questionnaires to summarizeand sort out the implementation of multi-cultural music teaching in the current domestic primary school music teaching process.Most of the questionnaires designed are selective questions,so as to clarify the proportion of multicultural music teaching in primary school music curriculum and pupils' acceptance of multicultural music teaching,and obtain real research data through feedback information.The third chapter is about the problems and reasons of multicultural music teaching in primary schools.At present,in the process of developing music teaching in primary schools in China,there are the following problems in the integration with multi-cultural concepts: no clear and reasonable teaching objectives have been formulated,the importance of inheriting national music culture has not been realized,traditional music teaching ideas are deeply rooted,the promotion of national music culture is not strong enough,and music The reasons for this are that the professional ability of music teachers is not strong,the importance of local music culture is neglected,the idea of music teaching can not be renewed and reformed,teachers lack of experience and solid theoretical basis.The fourth chapter is the specific implementation strategy of multicultural music teaching.This chapter emphasizes that when conducting music teaching,teachers should guide students to learn autonomously.Learning process and teaching process together constitute the teaching process,so we should absorb multi-culture based on different processes,and effectively integrate with music,to create a multi-cultural music teaching model to adapt to the situation of primary school teaching.By summarizing the collected questionnaire data and referring to the music teaching indicators,it is found that to a certain extent,multi-cultural music teaching has been carried out.The main form is the integration of music and poetry,but the primary school students lack the knowledge of national music,do not understand the teaching form,and teachers regard theoretical knowledge as the teaching emphasis.Point,not too much introduction of poetry and music in the integration of teaching forms,so only a shallow overview of the impact of students on the construction of the knowledge system,can not be effectively linked with multi-disciplinary,knowledge gap situation.To solve this problem,we must understand the inherent reasons andformulate targeted coping strategies.This study combines the primary school music classroom teaching cases,summarizes the existing problems,and further discovers them,and further enhance the overall quality and ability of teachers.