A Study On Classified Dynamic Evaluation Of Music Aesthetic Quality Of Students In Ordinary Elementary Junior And Senior High Schools

The evaluation of aesthetic education with“improving students’ aesthetic and humanistic quality”(Report of the Third Plenary Session of the 18 th CPC Central Committee,2013)as its goal and basic standard is a lever to move the effective implementation and development of school aesthetic education.The evaluation of students’ musical aesthetic quality in ordinary elementary school,junior high school and senior high school is an indispensable part of it.It was set forth in “Opinions on Strengthening and Improving School Aesthetic Education”(the State Council 2015 NO.[71])that at the stage of compulsory education,schools should cultivate students’ aesthetic taste,aesthetic style and aesthetic ideal and ordinary high schools are required to enrich students’ aesthetic experience and broaden students’ humanistic vision.Under the requirement of aesthetic education,the General Office of the CPC Central Committee and the General Office of the State Council once again jointly issued “Opinions on Strengthening and Improving School Aesthetic Education in the New Era”(2020),which raised the value of school aesthetic education to the height of all students and national spiritual civilization construction in the new era.What follows is that the “Overall Plan for Deepening the Reform of Educational Evaluation in the New Era”(2020)proposed to build an educational evaluation system with modern means,which is rich in the characteristics of the times,shows the characteristics of China and reflects the world level,and aesthetic education evaluation is included in it.In April,2022,the “Art Curriculum Standards for Compulsory Education”(2022 Edition)promulgated by the Ministry of Education put forward four dimensions of music core literacy,namely,aesthetic perception,artistic presentation,creative practice and cultural understanding,based on the 2011 and 2017 editions,which is a more specific expression of improving music aesthetic literacy,that is,evaluation index system for students in ordinary elementary schools,junior high schools and senior high schools.All-round development of students and scientific evaluation are powerful driving forces for educational reform.How to promote the development of music aesthetic education correctly,and how to improve students’ aesthetic and humanistic qualities more effectively,are topics worthy of educators’ in-depth study.At present,the art(music)quality evaluation pilots implemented nationwide,on the one hand,has promoted the construction and development of schools with the evaluation work,and greatly strengthened the basic construction of teaching;On the other hand,students and teachers have also entered a new predicament because of it.For example,all students are evaluated with the same test paper,the same evaluation method is adopted in the whole large area,the degree of specialization of the test paper is high,and the content of the test paper is mainly based on memory and exceeds the content of the textbook,etc.Such evaluations increase the burden of the students,and further weaken their innovative thinking and comprehensive ability.Therefore,we need to find a learning and evaluation method that is more suitable for ordinary primary school,junior high school and senior high school students(non-music majors or music majors),and find an evaluation method that can explore students’ musical aesthetic quality in complex dynamics and promote teaching.This is the classified dynamic evaluation that this paper focuses on.The classification and dynamic evaluation of music literacy is carried out for all students in ordinary elementary schools,junior high schools and senior high schools.It combines music practice activities(including appreciation,expression,creation,contact and other ways)in music teaching,classifies students’ music preferences in favor of their exertion,and then puts forward a dynamic evaluation scheme in combination with the dynamic characteristics of music itself and the law of students’ development.As far as music itself is concerned,its classification(such as music genre,theme,style,school,singing form,performance form,etc.)and presentation form(such as appreciation,singing,performance,creation,etc.)show a wide variety of appearances.Even for music majors,it is necessary to carry out classified training.Therefore,it is even more necessary for ordinary elementary school,junior high school and senior high school students to carry out classified training.In addition,as far as each individual student is concerned,there are differences in his/her innate musical literacy and aesthetic ability.In the teaching process,what needs to be paid attention to is the improvement of each individual student’s literacy.Therefore,dynamic evaluation provides them with room for growth and development,so that each student can have their own progress,which is the ultimate goal of education.In this paper,the author distinguishes the basic concepts such as music aesthetic quality,music quality,music quality evaluation,art quality evaluation and music aesthetic quality evaluation,explores the characteristics of music aesthetic activities,and seeks theoretical basis for classified dynamic evaluation from the perspectives of educational evaluation theory,aesthetic education evaluation theory and music professional evaluation theory.Taking the music quality evaluation of primary,junior and senior high school students in a city as a national music quality evaluation pilot in recent years as an example,the author analyzes the data of 137,552 students in 160 primary,junior and senior high schools in 40 districts and counties of the city,and finds that the existing evaluation plays an important role in promoting the implementation of music education,and finds that there are some problems in the design of evaluation indicators,such as specialization tendency,and the evaluation method is contrary to the experience,process or dynamic nature of music aesthetic activities.Based on this,the author explores the basic connotation and principles of classification evaluation,and puts forward the basic ideas of evaluation scheme design.Then,in combination with etymology analysis and the requirements of music curriculum standards,the author reconstructs the evaluation indexes,completes the arrangement of music aesthetic accomplishment evaluation indexes and the construction of music works material database,and designs the dynamic evaluation scheme of classification.Then,the author combines this scheme with the application of smart bracelet,and carries out the practice of classified dynamic evaluation of music aesthetic accomplishment,and finds that classified dynamic evaluation can greatly promote the improvement of music aesthetic accomplishment of ordinary primary and secondary school students.Based on the evaluation,the author puts forward the strategy of improving the music aesthetic quality of ordinary elementary,junior and senior high school students and promoting the overall reform of music education and school aesthetic education.Although this research has spent a lot of time and energy on the exploratory work of classification and adjustment of evaluation indicators,classification and analysis of music works material library,preliminary development and application of dynamic evaluation methods and intelligent evaluation tools,there are still many problems to be considered and studied,such as the qualification of evaluation implementers,the publication of evaluation results and value orientation,the contradiction between evaluation pressure and music aesthetic pleasure,etc.,which provide a wide space and expanded scope for follow-up research.The purpose of this research is to effectively promote the musical aesthetic quality and overall aesthetic and humanistic quality of all ordinary elementary,junior and senior high school students,and to provide reference for the implementation and teaching reform of all kinds of art courses such as music,art,dance,drama,film and television in elementary,junior and senior high schools,as well as more aesthetic education courses,and for the education authorities to prepare and improve aesthetic education evaluation policies.