| Musical notation teaching is one of the bases of music learning in junior middle school.Accurate musical notation is an important ability of music learning.The Music Curriculum Standards(Compulsory Education)require junior high school students to be able to read music scores and read musical scores quite smoothly.Junior high school students should also be able to follow the piano accompaniment or record music score.This paper takes the junior middle school of Mianyang No.1 middle school as an example.According to the current curriculum standards,each school can choose its own simple score or five-line score according to the actual situation,this paper takes the simple spectrum as the object of spectrum recognition ability,and the staff spectrum is not included in the scope of this paper.In the process of music classroom teaching in junior middle school,the author found that many junior middle school students can sing their favorite pop songs,can follow the music model to sing the songs of teaching materials,but very few students can read music scores accurately and smoothly.Many students think it is good to sing songs and it is meaningless to learn to read music.Because of their low interest,slow speed and low accuracy in reading music,it is difficult to carry out the music reading teaching in junior middle school.In this paper,through a set of questionnaires of junior middle school student ability to recognize music spectrum,we investigate junior middle school student ability to recognize music spectrum,and find that this stage student ability to recognize music spectrum is generally weak.Based on the cognitive characteristics of junior middle school students,this paper attempts to understand the relationship between the characteristics of psychological development of students at this stage and spectrum recognition,and to explore the reasons for the low ability of spectrum recognition.In the end,the paper applies the cognitive characteristics of junior high school students to the teaching of music score recognition in order to optimize the training of music score recognition in junior high school and improve student ability of score recognition.The full text is divided into three chapters.The first chapter analyzes the spectrum recognition of junior high school students.The author has developed a set of questionnaires for junior middle school students to investigate their ability of reading musical notation in Mianyang No.1 Middle School.Investigation and analysis found that junior high school students on the whole ability to recognize spectrum is weak.According to the investigation results,the author summed up the performance of the junior high school students' spectrum problem,and analyzed the attribution of the junior high school students' spectrum problem.However,as junior middle school students are in a period of transition from childhood to youth,their psychological activities are complex and changeable,and their psychological characteristics are semi-naive,semi-mature,mutual interweaving of dependence and independence,mutual interlacing of impulsiveness and consciousness,etc.T he second chapter mainly from the psychological characteristics of junior high school students as a breakthrough to explore the cognitive characteristics of junior high school students spectrum.Compared with the primary school period,its music perception has been greatly improved,meaning of the memory increasingly play a role.Junior middle school students show their special enthusiasm and passion in emotion and emotion,but because of the rapid change of physiology,their emotion has great fluctuation and is easy to be stimulated and influenced by outside.During this period,the students' thinking mode changed from concrete thinking to abstract logical thinking,and the ability of abstract thinking began to occupy the relative advantage.In this chapter,the author analyzes the influence of the cognitive characteristics of the junior high school students on the score recognition from the aspects of music psychology,starting with their perception,memory,imagination and thinking.The third chapter is the junior high school students' cognitive characteristics of spectrum teaching.Through the first two chapters of the junior high school students to identify the spectrum analysis and cognitive characteristics of exploration,reflection and summary of the junior high school students ability to identify the spectrum in the traditional spectrum teaching,and the cognitive characteristics of junior high school students in spectrum recognition are used to explore the application of junior high school students' cognitive characteristics in the choice of teaching content,in the establishment of teaching objectives,in the comparison of teaching methods and in the perspective of teaching reflection.Based on students' psychology,this paper tries to find an effective teaching method suitable for junior middle school students. |
PDF Full Text Request