Practical Research On The Teaching Method Of "Four Scenes" Of Primary School Folk Songs

The National Medium and Long-term Education Reform and Development plan Outline(2010-2020)and Music Curriculum Standards(2011 edition)((hereinafter referred to as the New Standard)emphasize the music course teaching concept of“conducting the traditional national music works and deeply understanding the cultural diversity of the traditional music”,and also it puts forward the concept of“diverse kinds in our country's traditional music works as a very important section of the school music teaching”.Through the study,students can get familiar with and fall in love with the musical works and cultures of our motherland and also can strengthen their national feelings as well as to cultivate patriotism.Singing is an important content of music teaching in primary schools,and folk songs are an important part of singing repertoire in our primary schools.Traditional folk songs is a very important section of music teaching and course in primary schools.From grade 1 to grade 6,the number of folk songs involved is 2,10,7,5,7and 3,with a total of 34 songs,which shows a large number.Relying on local characteristics,the teaching of folk songs with regional characteristics is quite in line with the very innovative idea of The New Curriculum Standard.In the practical teaching of folk songs,the teaching of “four scenes” with the help of the special social and cultural characteristics of folk songs and the characteristics of dialect singing conforms to the core idea of The New Curriculum Standard.Based on the above,this study will discuss the teaching of folk songs in primary schools based on the teaching mode of “four scenes”.In order to achieve the preset goals above,this paper uses a variety of research methods,including the Literature Method,the Teaching Experiment Method,the Questionnaire Method and the Mathematical Statistics Method.In summary,this study first explains the implementation background,discusses the purpose and significance of the paper,introduces the implementation means,and summarizes the basic content;Secondly,the author defines some academic terms in the thesis,including folk songs,four scenes,primary school students as well as the music discipline core literacy,and summarizes the research status at home and abroad.Thirdly,this paper introduces the basic elements of the research,including problems,locations and samples,and also introduces the teaching steps,teaching plans and teaching cases of the both classes in detail.Then,this paper discusses the effectiveness of four scenes folk song teaching from the aspects of folk song singing performance,learning emotion and music discipline core accomplishment.All the data in this study are from the local teaching experiments conducted in the working school.Through the comparison of teaching and data analysis between the control class and the experimental class,this paper concludes that the teaching of“four scenes” folk songs has the following effects on primary school students:(1)The teaching of “four scenes” folk songs can significantly improve the singing ability of primary school students.Before the teaching experiment,the maximum difference between the two classes was 1.84,p=0.315<0.05,and the difference between the two classes was small.After the teaching experiment,the maximum difference between the two classes was 5.61,p=0.027<0.05,indicating a very large difference between the two classes.(2)The teaching of “four scenes” folk songs can significantly improve the emotion of primary school students in music class.Specific performance is to improve music learning interest,to enhance music learning confidence and to reduce music learning anxiety.(3)The teaching of “four scenes” folk songs can positively influence the core accomplishment of music discipline in different degrees,and the improvement effect is in order from strong to weak: cultural understanding,aesthetic perception and artistic expression.