Application Research Of Situational Teaching In Junior Middle School Music Class ——Take A Middle School In Zhongshan District Of Dalian As An Example

At present,the country is constantly promoting aesthetic education,and gradually attaches importance to the improvement of students' aesthetic and humanistic qualities.As an important carrier of aesthetic education,school music education undertakes the important task of promoting people's morality,aesthetics and emotion.In the middle school music class,teachers should not only pay attention to the importance of teaching knowledge and skills,but also constantly strengthen the education of emotional attitude and values to promote the improvement of students' comprehensive quality and ability.In the music class,the use of situational teaching makes students immersive and immerse themselves in music works.This teaching method can promote students to deeply understand the emotion of music works,improve music literacy,improve comprehensive quality and ability.It can also attract students' attention,strengthen their understanding of knowledge,and improve the efficiency of classroom learning.In this study,the use of situational teaching in junior middle school music classroom were discussed.According to the theory of constructivism,situated cognition and learning theory,humanistic learning theory as the theoretical basis,using the method of literature study,interview survey,classroom observation three methods of research,the music curriculum standards of course content and the integration of situational teaching implementation strategy.In the practice and reflection of education and teaching,suggestions on situation teaching are improved and summarized to complete this thesis.The specific structure of this study is as follows: the introduction part describes the origin,research significance,domestic and foreign comments,research methods and innovation point;The first chapter is the theoretical research part,which researches and discusses the concept definition,theoretical basis,main characteristics and implementation path of situational teaching.The second chapter is mainly about the investigation and result analysis of the situation of using situational teaching in junior middle school music class.In the third chapter,the author puts forward countermeasures for the implementation of situational teaching according to the curriculum content in the curriculum standards,and preliminarily constructs the framework of situational teaching of music in junior middle school with situational teaching,teaching objectives and teaching content as the basic elements.The fourth chapter is the practice and exploration part,the theory combined with teaching cases as the main method to carry out situational teaching;Chapter five puts forward three suggestions on the implementation of music situation teaching in junior middle school.This study explores and researches from both theoretical and practical perspectives,puts forward the implementation strategies of situational teaching from the perspective of curriculum standards,and summarizes the influence of situational teaching in practice and puts forward suggestions.It is hoped that this study can be of benefit to the researchers of music situational teaching in the future and provide the corresponding ideas and methods for teachers at the front line.