Experiential Teaching In Absence Of Body And Mind:A Perspective Of Music Classroom Teaching In A Primary School

As one of the main ways to implement aesthetic education,music course plays an important role in the process of developing students' core literacy.According to the compulsory education music curriculum standards in 2011,experience is required to be the main teaching process and method.Experiential teaching is based on the curriculum standards.This kind of teaching method requires teachers to fully mobilize students' initiative by creating teaching situations and opportunities,so as to achieve the purpose of students' physical and mental experience.At present,how to implement experiential teaching in primary school music classroom,what problems exist in the implementation process,these problems according to the current research,there is no an exact answer.This study adopts qualitative research paradigm and takes grade 3-6 of Y Primary School in C city as the research object.Through non-participatory observation,interview and other methods,it investigates the development of experiential teaching in music lessons,explores the existing problems,reflects on the causes of the problems,and tries to find the regression path of experiential teaching.This paper consists of five parts: The first chapter is composed of the introduction,the purpose and significance of the research,the definition of core concepts,theoretical basis,literature review and research design.The second chapter emphasizes the experience of experiential teaching according to the basic meaning of experience and the basic characteristics of experiential teaching."Experience by heart" emphasizes the emotion of experiential teaching,and presents the problems existing in the experiential teaching method of Y primary school music class and students' emotional experience by using the body rhythm theory and emotional education theory respectively.The third chapter presents the problems of situational creation in experiential teaching by using situational teaching theory according to the situational nature of experiential teaching;The fourth chapter analyzes the causes of the problems by using relevant theoretical knowledge of pedagogy.The fifth chapter is based on the problems existing in the experiential teaching of the school,trying to find ways to solve the difficulties of experiential teaching,in order to help primary school music teachers improve the classroom teaching effect.The study found that the misplaced understanding of music lessons by school administrators,teachers and students led to the unsatisfactory experiential music teaching in Y primary school.First of all,experiential teaching manifests itself as a single experiential teaching method which is absent in body and mind.Secondly,the situation creation has not achieved the effect of "blending with circumstances".Based on the above problems,this paper tries to find the regression path of experiential teaching from three aspects: strengthening teachers' cognition of experiential teaching,emphasizing student-centered teaching and creating reasonable situation.