Middle School Music Class In The Perspective Of Humanism Education

This topic is based on the research on the current situation of music education and the “discipline-centered” phenomenon in middle school music class.Through the Humanism and its educational content contained in humanistic education,this paper makes a brief suggestion and significance analysis on the contemporary middle school music class.To enrich the argument,before the educational investigation,this paper briefly lists and analyzes the relationship,birth and development,philosophical basis,theoretical characteristics,sources of criticism,historical legacy and other aspects of "discipline-centered " and "humanity-centered curriculum ".Based on this,Combining the existing data of philosophy theory and educational thinking,the author conducted a one-year classroom listening activity in four classes of different levels in two middle schools in different districts of Beijing,at the end of the school year,some students and two teachers were interviewed,as well as the questionnaire data accumulated in the process of listening in and the informal interview information of some students.After that,when analyzing and comparing all the data,I found the problems of "professional skills" and "understanding and expression" in Teachers' teaching,and the residual phenomenon of wrong values of“discipline-centered”,in addition,there are some "unfair" and "not valued " phenomena in music class.After synthesizing the above data,aiming at the practical problems of education discovered by the author,this paper makes a detailed description and value analysis of teachers' education and learning activities,At the same time,it states the difficulties brought by the practical problems,such as the psychological characteristics of middle school students,the guarantee of teachers,the lack of guarantee of class hours,and the status lower than the science curriculum.Sufficient data and the actual situation have proved that the music classroom in middle school has some bad phenomena in various senses.For this kind of phenomenon,the author analyzes the root cause of the above-mentioned wrong tendency by using many contents in the view of students,teachers,management and philosophy,after that,through the analysis of the relationship between human-oriented education,the basic report of education development in the 21 stcentury,and the core quality of students,it proves the irreplaceable guiding significance of human-oriented education for contemporary music education.After the completion of data analysis,this paper points out the imbalance between science curriculum and Humanities Curriculum in school curriculum education from the perspective of the humanity-centered curriculum,after comparing the students' core literacy and other information,we find that there are a series of practical problems,such as the lack of attention to the current situation of the humanistic value in the music curriculum data.The author believes that the humanistic education concept,which criticizes the development of knowledge centered curriculum concept,has a significant discourse power for the current wrong tendency of some music teachers.In view of some problems reflected in interviews and survey data,humanistic education gives suggestions on the work of managers,teachers' concept,teaching material content,evaluation mode,etc.Last,the significance of humanism education to music classroom and music education as a whole are concluded in part,criticizing the utilitarian standard and the lack of humanistic quality in the curriculum.The content of the whole value of music education,this paper discusses the value of humanistic education and its inherent philosophical significance to contemporary music education in three major arguments of " self-transcendence","balance" and "Dialectics".As the educational circles pay more and more attention to the value of aesthetic education,the footstep of nationalization of music education is irresistible,the significance of "people-oriented" education principle of humanity-centered curriculum to contemporary music education is worth thinking and distinguishing,This topic only takes the observed phenomena as the evaluation criteria,and there is still more theoretical significance to be explored.