Practical Exploration Of "Music Expression" Teaching In Junior Schools Under The Background Of Artistic Quality Assessment

In 2021,the Kunming Bureau of Education and Sports launched the Kunming Junior Middle School Students’ Music Examination Scheme in accordance with the spirit of the “Notice on the Comprehensive Strengthening and Improvement of School Aesthetic Education in the New Era”,“the Measures for the Evaluation of the Artistic Quality of Primary ”and“the Yunnan Junior Middle School Students’ Sports,Music and Art Examination Scheme”.The program includes the evaluation results of artistic quality into the total score of the music middle school entrance examination,and assesses the students’ ability of “music performance”from the three dimensions of“basic indicators”,“academic indicators”,and “development indicators”.“Music performance ” include singing,playing,reading music scores,and comprehensive artistic performance,is the content of artistic quality evaluation and the basis of music learning.However,through field research,it is found that there are many practical contradictions between the assessment and examination and the original intention of music education.It is difficult for teachers to balance the relationship between examination and art in the teaching of “music expression”,and there are still problems such as dilution of knowledge and skills,neglect of aesthetic expression,low degree of innovation,detachment from students’ life,rigid evaluation methods and so on.Therefore,how to enrich the teaching strategy of “music expression” in junior middle school under the background of artistic quality assessment has become an extremely urgent practical problem.By analyzing the present situation and problems of “music expression” teaching in two middle schools in Kunming,the author makes concrete improvement of “music expression” teaching in junior high schools from three dimensions of “basic index”,“academic index”and “development index” of artistic quality evaluation.That is,to highlight emotional and aesthetic education under the requirements of “basic index”,Improving students’ enthusiasm to participate in music activities through the performance activities,school-based courses and club activities that meet students’ psychological needs,outstanding local characteristics and diverse forms and contents;In the requirements of “academic indicators”,we should strengthen the teaching of music recognition,attach importance to the practice of creation,improve the“musicality”of teaching,and let students’ musical performance return to life.Under the requirement of “development index”,attention should be paid to the sequence of teaching and the flexibility of evaluation,and students should be encouraged to give play to their individuality and creativity in music production and music practice.Therefore,it can be found that the current artistic quality assessment has many influences on the teaching of “music expression” in junior middle school,and also exposes the limitations of teachers’ comprehensive quality,curriculum setting and cultivation concept in the emerging stage.According to this,the teaching of “music performance” in junior high school needs to be more effective,comprehensive and innovative.The family,school and society also need to break the current situation of“only score"”theory,take the improvement of students’ “music performance” ability as the normal state of social construction,and take the music education mode of“evaluation promotes development and performance promotes excellence” as the solid force of school aesthetic education.