Primary School Music Appreciation Teaching From The Perspective Of The Core Competencies

The music discipline's core competencies embody the human culture,music aesthetics,and music performance for human emotional care.Music appreciation lessons are an important part of school music teaching activities and are a key pedagogical embodiment of the development of core competencies in the music discipline.From the period of school music songs,school music instructional outcomes that focus solely on embodying singing have been characterized by incomplete development.Although students sometimes understand the human spirit and musical expression,it is difficult to elevate the aesthetic feeling of music to the level of spirituality and values that affects the actual practice of life.In the long run,this is not conducive to the development of the whole personality and the realization of the humanistic goals of the discipline as emphasized in the core competencies.This study is divided into five parts,with an introductory discussion on the problems of music appreciation teaching in elementary school,and the existing problems are summarized from the actual analysis of teaching: a.Teachers only pay attention to the formal performance but not to the students in the process of classroom design and implementation;b.Classroom questions have the problem of poorly guided wit,teaching reflection and evaluation tools need to be developed according to the educational significance of the subject teaching to students;c.Lack of core competencies emphasizes cultivation of integrity and the realization of humanistic care.meaning to be developed;c.Lack of teaching reflection and evaluation mechanism;d.Teachers' music education concept is relatively simple and lacks systematic guidance on the value orientation of music teaching.The first chapter makes a statement of the purpose and significance of the study based on the problem based on the existing research background and academic literature.The second chapter is a theoretical analysis,summarizing the aesthetic principles of emotion in music appreciation activities,taking different periods of music appreciation teaching in elementary school in China as a timeline,and sorting out the philosophical view of music education and the development of curriculum goals to conclude that the need for transformation of music appreciation teaching in elementary school is from sensual to rational transformative learning to humanistic education where sensuality and rationality are intertwined.The third chapter is a survey and cross-analysis of elementary school music teaching and learning practices,which concludes that students' music aesthetic activities are related to several elements,and teachers should make good use of the functions of emotional experience and cultural understanding in music aesthetic teaching to influence the emotional sublimation of music aesthetics.Chapter 4 summarizes and composes the findings of the above studies,and evaluates them from the summary of teaching practices: through multiple developments of teaching resources,promoting aesthetic education and nurturing work,paying attention to the theoretical training of music pedagogues,making music pedagogues pay attention to the learning psychology of music learners,focusing on the cultivation of musical thinking,and making reasonable use of professional teaching experience and teaching resourcefulness to create a truly diverse and effective teaching classroom.Suggestions for teaching music appreciation in elementary schools from the perspective of core competencies and setting strategies for teaching music appreciation in elementary schools: a.In-depth summary of the important role of core competencies in music subjects in promoting aesthetic education work and teaching music appreciation in elementary schools;b.Construction of core competencies teaching focus for teaching music subjects with teaching practice as the starting point,and the importance and methods of making teaching knowledge active based on basic concepts;c.Teachers should prepare lessons and conduct teaching reflection in the form of evaluation,lecture,and micro-lesson combination to theorize teaching experience;d.Take cultural immersion as the core of subject teaching;combine deep learning with music thinking cultivation,and make students' music aesthetic ability subconsciously improved through deep learning.