A Study On The Participation Of Students In Music Appreciation Course In Senior High School

With the gradual attention paid to the nature of student subject in the domestic education field at the end of last century,the subject participation of students during classroom teaching has become a hot issue in education.In fact,subject participation is not only the basis and premise for students to give full play to their own subjectivity,but also an important feature and strategy to promote the development of teaching laws.In the latest round of teaching reform in our country,attaching importance to the participation of students is a very important sign during the teaching reform.Therefore,it is of great significance to study the subject participation in high school music classes.In this paper,the concept,theoretical conditions,development process and basic characteristics of students’ participation in music appreciation teaching are mainly introduced.Through questionnaire distribution and classroom observation,the specific situation of students’ participation in high school music appreciation class is investigated.Then the results of the investigation are analyzed and studied from the perspective of students’ participation with the help of constructivism theory and music synesthesia law.It is found that in high school music appreciation class,high school students’ main body cannot participate actively,and their participation degree is relatively low and lacks subjectivity.Therefore,it is concluded that there are three reasons for the complexity of the objects investigated,the inadequacy of aesthetic preparation,the hierarchical development of music appreciation and the particularity of high school students’ music interest.Finally,aiming at these reasons,six corresponding strategies are put forward:first,cultivate the consciousness of subject participation and change the concept of high school students.The second is to improve the participation ability of the main body and cultivate the high school students’ music literacy.The third is to create a good situation of participation and strengthen the introduction of teaching.The fourth is to create a specific path for the subject to participate.The fifth is to reduce the difficulty of subject participation and make reasonable selection of organizational teaching materials.The sixth is to establish the requirement for teachers to participate in teaching with subjectivity.