An Empirical Study On The Effect Of Music Assisted Junior Middle School Chinese Teaching

At present,the use of "music" to assist junior middle school Chinese teaching has gradually entered the sight of the majority of first-line Chinese teachers and is widely used,but the research on the impact of its teaching effect is still in its infancy.Is the introduction of music suitable for junior high school Chinese teaching? Is the application of music in Chinese teaching in junior high schools effective? How to reasonably apply music to Chinese teaching so as to have a positive impact on learners? What problems will music encounter in the implementation of Chinese teaching in junior middle school? This article makes a tentative discussion about this.In this study,based on the reference of domestic and foreign relevant literature,combined with ancient music theory,constructivist learning theory,multiple intelligence theory and brain science theory,we designed a teaching method that conforms to the characteristics of the Chinese language discipline;Content,select three representative teaching contents,use the experimental method to conduct an empirical study on the effect of music-assisted junior high school Chinese teaching;take the two students in the seventh grade of A Middle School as the object,and teach as the experimental class and the control class;The questionnaire format is used to investigate the teaching effect.The data collected is analyzed and analyzed using EXCEL and SPSS.The interview form is used to fully understand the views of Chinese teachers on the effect of music-assisted junior middle school language teaching.This article analyzes the effect of music-assisted junior high school Chinese teaching through questionnaires,student feedback,teacher interviews and their own classroom observation records.This article believes that there is a significant difference in the teaching effect between the control class and the experimental class.Incorporating music into Chinese teaching in junior high school can help improve the effect of Chinese teaching,create a good classroom atmosphere,mobilize students' enthusiasm for learning and stimulate interest,thereby enhancing students' emotionalexperience in Chinese,expanding students' aesthetic vision,and providing students with personalized development.Strong guarantee.It also shows that the practice of music assist in the Chinese teaching of junior high school has certain feasibility.In general,the problems in the Chinese teaching of music-assisted junior middle school mainly include the following: poor consciousness of students leads to distraction,weak team awareness,inefficient group cooperation,increased workload of teachers,and increased difficulty in classroom management.The reasons are: the constraints of the education system,the school lacks innovative ideas,teachers lack professional awareness,and students lack self-learning awareness.According to this,in order to improve the effect of music-assisted teaching in junior middle school Chinese teaching,the author proposes the following suggestions for improving the problem:the effective combination of music-assisted means and Chinese teaching,follow the rules of Chinese teaching,grasp the music-assisted standards,teachers should Have an open and inclusive teaching attitude,basic music appreciation ability and consider the needs of students at different levels.Through this investigation and study,I hope to provide some beneficial help for teachers 'teaching and students' language learning.