Research On Situational Teaching Of High School Music Appreciation Under The Core Literacy Of Music Discipline

High School Music Curricula Standards(2017 edition)points out :“The content of the course is contextualized,and the subject is guide by the theme to promote the implementation of the core literacy of the discipline.” This paper first defines the concept of music subject core literacy and situational teaching,and then carries out a survey on the current situation of situational teaching,and expounds the importance of situational teaching to cultivate students' music subject core literacy.This paper focuses on how to use situational teaching to improve the core literacy of music discipline.By formulating research plans and adopting action research methods,two rounds of situational teaching practice research are carried out with secondary schools affiliated to Guizhou Normal University as the teaching subject.The first round of situational teaching action practice takes Herding the Flock and Lishui boatman chant as research cases.Through the creation of game situations,language and multimedia creation situations,and simulating beach labor situations,students' artistic expression and aesthetic perception literacy are mainly cultivates,and the shortcoming in teaching are reflected.On the basis of the first round,the second round is improved by taking Jasmine flowers and The song of operate a rammer as teaching case,mainly using music performance situational teaching to guide students to carry out comprehensive artistic performance in the classroom and improved artistic expression literacy.Creates comparative learning and cooperative learning situation,make judgment and reflection on the humanity and artistry of Han Folk Songs,enhances cultural understanding literacy,and rethink teaching again.Finally,the teaching design of the two rounds of situational teaching and the connotation of core literacy of music discipline are compared and analyzed,and the conclusions is drawn.