Research On The Teaching Strategies Of High School Folk Music Ensemble Based On The Core Literacy Of Music Disciplin

In 2020,the Ministry of Education of China revised the "Standard for Music Curriculum in Ordinary High Schools(2017 Edition,2020 Revision)",which is a fine-tuning of the 2017 edition to further improve the high school music curriculum system.Compared with the 2004 edition,there are many new and important changes from the overall curriculum design to specific teaching operations.The most important aspect is to propose three key elements of core literacy in the music discipline,namely "aesthetic perception","artistic expression",and "cultural understanding".The proposal of these three elements provides great help in improving students’ comprehensive music ability and developing a sound personality.The new curriculum standard has adjusted the "Performance" module to compulsory course content,and the "Ensemble" module to optional compulsory course content,And in the basic concept of the Curriculum Standards,it is mentioned that "folk songs,instrumental music,song and dance music,opera,quyi,folk dance and other traditional art forms of all regions and ethnic groups in China,which gather the essence of Chinese culture,are the root of ethnic music culture,should be an important content of music courses,and should be strengthened in high school music teaching." This shows the importance of folk music teaching in high school,As an important form of folk music performance,the importance of folk music ensemble is self-evident.However,in the teaching of high school folk music ensemble,due to various factors such as teaching equipment,teacher level,and academic pressure,the teaching of folk music ensemble has not been fully integrated with the core competencies of the music discipline.There are also relatively few theories and practical cases that can support teaching of folk music ensemble,making it difficult to carry out teaching of folk music ensemble.Secondly,most of the research on the teaching of folk music ensemble in high school only focuses on some students with a foundation in folk music performance,and there are few studies aimed at all students.Therefore,it has strengthened the author’s determination to study this direction.In this article,the author first constructs a framework for investigating the current situation of high school folk music ensemble teaching under the background of core literacy in the music discipline.Based on this framework,the author designs a survey content of student questionnaires and teacher interviews,and uses research methods such as survey,interview,and observation to investigate the current situation of folk music ensemble teaching in the third school of Hefei Sixth Middle School Group.Secondly,attribution analysis will be conducted on the existing problems in the survey from three aspects: students,teachers,and schools.Finally,the author combines the three parts of the core competencies of high school music curriculum with teaching objectives,teaching processes,and teaching evaluations to conduct teaching strategy research.I hope to enrich the content of high school folk music ensemble teaching through the research of this teaching strategy,provide some reference basis for the future implementation and development of high school folk music ensemble teaching in Hefei,and contribute to the implementation of quality education in the Hefei region.I also hope to provide some experience in cultivating students’ core music literacy in folk music ensemble teaching.