Study On The Behavior Of Music Class In Middle School

In recent years,music courses in our country’s obligation education have gradually received the attention of the general public after the aesthetic education has been listed as the policy of education.With the promotion of education,music education of primary and secondary schools has achieved great success in the process of development.In the context of the continuous healthy development of education,the new curriculum standard of music in primary school puts forward higher requirements on the value of music curriculum.Curriculum requirements: the student is the main part of the music classroom teaching activities,teachers should be in and the interaction of students,attach importance to students’ feelings in music,students participate in teaching activities on the important position.Nine-year compulsory education,music education for children and adolescents play an important role with the rapid development of physiology,psychology,music knowledge growth,and expanding horizons,healthy personality,promote health of body and mind development important period.In under the guidance of new,teachers use flexible teaching methods to the greatest extent stimulate students’ interest and actively involved in the music classroom,lets the student in the music class can get mental and physical pleasure,to master certain knowledge and skills.But at the same time,such teaching mode also gives students a large space to create,especially in middle school.With the characteristics of physiological and psychological development and the pressure brought by young people,there are more and more problems of music in primary school.Such as learning the lack of persistence,self-control ability is weak,inattention,energetic,active and so on,is not only affected the music classroom teaching order and efficiency,also affects the healthy development of student’s body and mind,is one of the modern music teachers’ classroom management problems.In this paper,the middle school of yinchuan city is selected as the survey object,and three kinds of investigation methods,including observation method,interview method and questionnaire survey,are used to analyze the present situation of music classroom problem behavior.First summed up the music classroom problems of yinchuan city primary school middle behavior has universality,gender differences and give priority to with "mild" extroversion problem behavior is given priority to,music classroom problem behavior is periodic.Next to solve above problems,analyzed the cause of middle students music classroom problem behavior,is made up of students’ individual psychological need not satisfied,the gap between individuals showed lack of confidence,individual character difference between,teachers’ comprehensive quality is uneven,single teaching way,deal with classroom problem behavior is relatively single,also not to appear problem behavior of the students in class,was criticized and punished.The result is that the teaching efficiency is low and the classroom atmosphere is tense.The antagonism between students and teachers is high and the problem is more serious.In addition,the family environment,school environment and music education environment in the classroom are all the reasons that affect music classroom problem behavior in primary school.Finally,this paper puts forward some Suggestions on the reasons for the behavior of music class in primary school,and hopes to provide some references for the first-line teachers engaged in ordinary music education.