Research On The Problems And Countermeasures Of Teaching Management In Primary Music Classrooms

Since the implementation of the Compulsory Education Art Curriculum Standards in 2022,with the exploration and practice of music teaching in elementary school based on the curriculum standards,teachers’ teaching styles and students’ learning styles have undergone great changes,which also put forward new requirements for music classroom teaching management.However,the deep-rooted traditional teaching management concepts and teachers’ control of classroom management power,students’ loss of management subject status,and the rigid organization of music classroom activities still exist,which are not conducive to students’ personalized development in the music classroom.This study firstly sorted out the research status of "classroom teaching management" and "primary school music classroom teaching management" through literature method,so as to make theoretical preparation for the follow-up research.Then we taked teachers and students in four primary school in Yuhua District,Shijiazhuang City as the subjects of investigation,In order to make the survey more comprehensive and objective,firstly,teachers and students were surveyed by questionnaires in four dimensions of primary school classroom teaching management:goal management,content management,activity management,and time management,and then the interview method was used to supplement the study.The comprehensive analysis concluded that there are problems in the management of primary school music classroom teaching: first,Teachers play a dominant role in the setting and implementation of goals;second,Important and difficult knowledge teaching effect and music appreciation culture need to be strengthened;third,The design and evaluation of music activities are not perfect;fourth,Time allocation is not reasonable and time control ability is insufficient.To address the problems in primary music classroom teaching management,this study proposes the following countermeasures: first,goal management with feedback to adjust goals,help students cross the "developmental zone",as well as the use of incentives to improve the implementation effect;second,content management using a variety of forms to trigger students’ generic experience,cross-disciplinary creation of music context.Third,activity management embodies creative flexibility,develops students’ creative thinking,uses technology to assist teaching,enhances the creativity of music activities,and integrates the content of activities,arranges evaluation and assessment;fourth,time management allocates time reasonably,puts plans into practice,and adjusts time flexibly according to the rhythm of music.