The Teaching Experimental Research Of Music Course Portfolio Assessment Under The Vision Of Metacognition

The problem facing current education is that students are often in a passive learning state in the music classroom.At the same time,the teacher's single teaching assessment method is not conducive to the development of students' self-awareness and self-reflection ability.Based on the perspective of metacognitive theory,this research attempts to apply music course portfolio assessment to junior high school music classrooms,so that students become the main part of the assessment,fully mobilize students' enthusiasm for music learning.And to study the basic question of whether the application of portfolio evaluation in the junior middle school music classroom can improve the metacognitive ability of music learning.This study takes junior high school students as the research object,mainly uses quasiexperimental design to conduct a one-semester music course evaluation teaching experiment,and uses the Music Learning Metacognitive Ability Scale for Junior High School Students to analyze the experimental results.Combined with student interviews,it analyzes the teaching effect of music course portfolio assessment,discusses the teaching gains and losses of music course portfolio assessment from the perspective of metacognition and suggestions for improvement.According to research,portfolio assessment of music course can promote students' metacognitive ability in music learning to a certain extent,with declarative knowledge,procedural knowledge,conditional knowledge,planning,and evaluation dimensions being the most significant;portfolio assessment has a certain direction for the cultivation of music learning metacognitive ability;portfolio assessment can promote the music learning of junior high school students.