2. Improve students' music knowledge and quality. Quality is delicious with the best foundation. For a person with a bad cold, it is difficult to taste anything, because there is something wrong with the taste function. The same is true of music aesthetics, which is based on people's feelings about melody, timbre, strength, speed and other musical elements, and then these feelings of music information are integrated and analyzed, so as to taste the beauty of music. This kind of feeling must rely on a certain music quality foundation, and only the constantly improving music quality can let students really enter the mysterious music hall. With this quality, music aesthetics has channels, bridges and possibilities. Otherwise, empty talk about aesthetics will always be superficial and external.
The so-called music knowledge quality: that is, the simple basic knowledge about music reading and music expression elements is necessary to ensure students to participate in the music learning process and music practice activities. For example, in music reading teaching, students sing tunes by "roll call". However, in actual music teaching, students generally like to sing lyrics, but they don't like to sing music scores. It is very difficult for students to sing music scores for many familiar songs. Let me start with a fairly common phenomenon. Once, I was listening to the music class of grade one in junior high school, and I saw the teacher sing Dolemi first and let the students sing Dolemi. The whole class can't sing these three notes correctly. This surprised me. Later, we tested the solfeggio ability of the graduating class of senior three one by one, and found that the proportion of students who can sing the scale of C major (from do to high-pitched do) by name is very low. Why are there so many middle school students who can't even sing scales correctly? Obviously, it is impossible to achieve the requirement of "solfeggio and ear training".
It can't be said that these students are "tone-blind" or "poor in pitch" because they sing a lot of songs in and after class, and their pitch is all right. When imitating and singing pop songs, even the intervals are very accurate, which shows that their intonation is quite good. The ability to sing, especially the ability to sing directly, is quite strong, but it is quite common for him to sing music.
The main ways to make students get the sense of "roll call interval" are: sing roll call more often. In other words, sing more music in singing teaching. Specifically, when teaching songs, it means "supermodel singing", "roll call singing" in all grades, and "roll call singing" (singing score) is often used.
There are two ways to practice roll call: one is to combine singing with other music practice activities; The other is a special training method, that is, listening and solfeggio (solfeggio). For the primary and secondary music classes of general music education, the method of combining music practice activities is mainly adopted, that is, in the process of learning to sing and play instrumental music, the practice of "roll call" is carried out. By the way, it is a natural way to train the "sense of interval" in colorful music practice activities, which is in line with children's characteristics. We should use as little or no special training methods as possible, because it will easily become boring and mechanical technical exercises, which will not interest students and will not have good results. Even if you do a little short-term special practice, you should be playful. Keeping interest is the premise of music.
3. Pay attention to the reform of music classroom teaching and extracurricular activities. Classroom teaching and extracurricular activities are closely linked. To consolidate the achievements of classroom teaching, schools should set up different interest groups according to students' specialties and hobbies, organize several recreational activities every year, organize students to participate in social practice activities as much as possible, and improve their comprehensive quality.
4. Stabilize and strengthen the construction of teaching staff and improve the conditions for running schools. Few professional teachers in rural schools usually do a good job in teacher training. Teachers who have hobbies and interests in music and can basically undertake music lessons are regularly trained in music theory, singing, instrumental music and dance. In the training, we should give full play to the leading role of teachers with strong professional skills, and through various channels such as going out to study and coming in for a talk, teachers' music quality training and classroom practice can be improved. Schools should find ways to reduce some expenses, increase investment in music equipment, equip themselves with appropriate music teaching equipment, and open up special music teaching venues to ensure the teaching effect. Some simple equipment, such as erhu and flute, should also be added in places with poor conditions. As the saying goes, "A clever woman can't cook without rice."
In short, with the vigorous implementation of quality education today, the present situation of rural music education needs to be changed urgently. Doing a good job in music education will bring vitality to the school to actively promote quality education and promote the development of the school's overall work. Gradually improving teaching conditions is an important guarantee for the success of quality education reform in rural schools, and it has a positive role in promoting other education and teaching work in schools. The sooner the better.