Research On Teaching Practice Of Junior Middle School Music Ecological Classroom

With the further development and implementation of the new round elementary educational reform in China,ecological classroom has become a new popular teaching approach with its unique characteristics of integrity,openness and symbiosis.Among them,ecological classroom teaching practice and theoretical research are extensively used in the subjects of Chinese,English,Geography and etc.However,there is still a lack of relevant theoretical research and teaching exploration.Based on the theory of educational ecology and guided by Compulsory Education Music Curriculum Standards(2011 edition),this paper makes a new design and attempt on music classroom teaching activities in junior middle school under the teaching mode of music ecological classroom.By using the forms of rhythm,creation and comprehensive performance,it tries to change the traditional teaching mode of “knowledge-based” in classroom,in order to change the current situation of dull,boring and students lacking of interest which lies in junior middle school music teaching,and then gradually make the classroom more lively.At the same time,as the designer,participant and practitioner of music ecological classroom teaching,the author directly participates in the classroom teaching,and elaborates and analyses the teaching practice of music ecological classroom in junior middle school in detail.The thesis is divided into four parts.The first part is preparation.By collecting relevant literature at home and abroad,the author summarizes the relevant theoretical knowledge of “ecology of education” and “ecological classroom”,as well as the research status,research purposes and significance,research methods and thoughts at home and abroad.The second part is practice.It mainly explores the teaching mode of music ecological classroom in the form of teacher and student co-learning,group cooperation and practice exploration.Among them,it mainly carries out the case study of composing teaching and rhythm teaching,and elaborates on exploring the teaching mode of music ecological classroom in junior middle school.The third part is reflection.The author hopes to reflect on and summarize the problems and shortcomings in the teaching practice of music ecology class in junior middle school,so as to improve the teaching design.The last part is summary.Through teacher-student interaction,group cooperation and other forms of music learning,the author try to build a music ecological classroom teaching model in junior middle school.The new teaching concept of “system as a whole,dynamic and open,balanced coexistence” in the music ecological classroom in junior middle school transforms the music teaching from “teacher-based” to “student-based”.It further promotes “teaching benefits teachers as well as students”,and emphasizes on the co-learning between teachers and students,student-student interaction as the center.While facing all the students,we should highlight the development of students’ personality,and let music learning become “an interesting and happy thing”.This is also the basic design thought of music ecological classroom.The new music teaching mode provides a broader space for teachers’ teaching conception and imagination,students’ creation and practice.Music is the essence of music class,and music classroom can’t be separated from music.Exploring this new form of music classroom is essentially to make music really integrate into the classroom,pay more attention to students’ experience,feelings and performance in music practice activities,and give students a music classroom with democracy,freedom,harmony and happiness.