Research On The Enhancement Of Students’ Subjectivity By Music Curriculum Activity Instruction In Primary And Sesondary Schools

Outline of National Medium and Long-term Program for Education Reform and Development(2010-2020)points out that ‘we should regard students as the main targets,teachers as the leading part,give full play to the initiative of students,and take promotion of students’ healthy growth as the starting point and foothold of all school work.’ In October 2020,General Office of the CPC Central Committee and General Office of the State Council jointly issued Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools of the New Era,in which,it is stressed that ‘we should persist in reform and innovation,comprehensively deepen the comprehensive reform of school aesthetic education,strengthen practical experience,educate students among whole process and full range,and form a new vital,multi-cooperative,open and efficient pattern of school aesthetic education.Music education,as an important part of the art curriculum,takes moral education as the fundamental task,insists on aesthetic education,beautifies people,leads students to perceive,experience and understand music art in healthy and upward aesthetic practice,and gradually improves students’ understanding of beauty and cultivates their aesthetic ability.During this period,the generation and development of students’ subjectivity are related to the implementation and achievement of music education goals.Through the investigation of the reality of music classroom teaching,it is found that the students’ subjectivity is not high in music teaching of primary and secondary schools because of the lack of attention and investment in the teaching of students’ subjectivity,and the solidification of the teaching model.Due to the limited development of students’ subjectivity,the development of students’ music ability and discipline accomplishment is greatly restricted.Therefore,only students can participate in music independently,actively and creatively,and fully mobilize and give play to the students’ subjectivity,students can acquire and develop music ability and discipline accomplishment,which has also become the necessary conditions for the growth of students’ music.From the perspective of philosophy,the cultivation of students’ subjectivity in music teaching has different forms of expression under different philosophical paradigms of music education.For example,Bennett Reimer’s aesthetic paradigm of music education,based on aesthetics,uses absolute expressionism to convey the particularity and value significance of music.It holds that the value of music education originates from the value of music,attaches importance to the structure and elements of music,and arouses students’ emotion and aesthetic experience.To David Elliott(David Elliott)represented by the western music education after the reflective practice paradigm of modern philosophy as the foundation,in certain music education context based on culture,pay attention to students’ music practice and problem solving,but the paradigm is given priority to with philosophical expression,the teaching method,teaching and learning evaluation study also need to be rich,A clear path of action is also needed.Visible,promote the cultivation of students’ subjectivity should be from the theoretical and practical level for a starting from China’s national conditions,based on khalid ents education direction,on the basis of practice of marxism,adhere to the Chinese nation in modern music education path for the development of objective laws,the aesthetic education function of music,by exploring reasonable teaching ways and methods,To promote students’ subjectivity in music teaching to get full play,coruscate music classroom teaching life and vitality.The development of human beings cannot be separated from activities,and the improvement of students’ music ability and discipline accomplishment cannot be separated from activities.Activity is a prerequisite for the generation and development of subjectivity,and activity teaching is an important source for the generation of students’ subjectivity.This study selects activity teaching as the starting point to solve the problem of low subjectivity in music learning of primary and middle school students.In the research,the more important and basic teaching fields and contents(appreciation,singing,music reading,rhythm,melody)in primary and secondary school music teaching are selected as observation points,referring to the study of student subjectivity index system by Wang Zesan,Pei Dina and other scholars,combined with the actual situation of music teaching,This paper investigates the development of students’ subjectivity in music teaching in primary and secondary schools from three aspects of independence,initiative and creativity.With interview method,questionnaire survey method,literature method and so on as the research method of collecting and analyzing data,found that the current music teaching students subjectivity is not high problem and the reasons behind the formation.This paper puts forward that the activity teaching of music curriculum should be regarded as the starting point of developing students’ subjectivity,and based on marxist practice theory,which is different from the activity teaching of music curriculum aiming at the whole subject.It is clear that the music course activity teaching should respect the music’s auditory,time and emotional attributes,and conform to the nature of music course.On this basis,the theoretical basis of music course activity teaching is sorted out.Put forward the teaching idea and teaching objective of music course activity teaching;Based on auditory,kinesthetic and visual multi-sensory channels,the activity teaching mode of music course activities is constructed,which is mainly based on experiential,expressive and creative activities.The evaluation method,framework and content standard of music curriculum activity teaching are explored in the dimension of students’ subjectivity development.According to the requirements of music course activity teaching,the case of music course activity teaching is designed.Finally,in order to verify the feasibility of the scheme,focusing on the development of students’ subjectivity,the teaching implementation and experimental analysis of music course activity teaching are carried out.The teaching experiment shows that the activity teaching of music course can improve the students’ independence,initiative and creativity,and highlight the students’ subjectivity in music teaching.Growth is the process of things to mature,in the music course activity teaching students subjectivity can be fully reflected,the improvement of students’ music subject ability and subject quality becomes possible,so as to really promote the growth of students in the activity.This research from the Angle of the current primary and secondary school music teaching middle school students’ subjectivity,problems are verified through the investigation and analysis,and discusses the current western music education paradigm limitation,put forward in accordance with China’s national conditions,on the basis of Marx’s practice viewpoint of music curriculum teaching activity and its implementation and evaluation path,finally through the classroom experiment verify the feasibility and reliability of the conclusion.The cultivation of students’ subjectivity is a complicated work,some internal mechanisms between the design of music course activity teaching and the growth of students’ subjectivity need to be clarified and deepened,and the perfection and promotion of music course activity teaching need to be further studied.