Research On The Teaching Design Of Junior High School Music Unit Under The Guidance Of The Big Ideal Curriculum Theory

The advent of literacy era has promoted the reform process of school education from knowledge-based to literacy-based.In 2017,the Ministry of Education promulgated the curriculum standards for all subjects in senior high schools,which not only highly condensed the core quality of each subject,but also mentioned the term "major concept of subject" for the first time in the teaching content.The concept of subject is at the core of the subject.It is an abstraction and refinement of scattered and complicated course content,and an important understanding that students can retain even after forgetting most of the details.It acts as an "archive" folder,organizing and structuring bits and pieces of knowledge with big concepts as anchors.Learning is endowed with realistic meaning because of the fixed point of big concept,which makes it have transferable life value.To sum up,this study takes the core music literacy as the starting point,takes the big concept as the theoretical support,takes the unit teaching design as the teaching research,and designs the unit teaching design scheme to cultivate the core music literacy of junior middle school students.The main research contents of this paper are as follows:The introduction summarizes the literature research on "big concept" and "unit teaching" at home and abroad.It is concluded from the literature that the study of great concepts in our country is just starting,the theoretical research is still in the understanding of foreign research results,and the teaching application of science is mainly concentrated in the field of music and other art disciplines is very rare.Therefore,the innovation of this paper is guided by the concept theory of musicology,based on the development of students’ musical literacy ability,break the shackles of the old unit teaching steps;Taking the big concept of music unit as the center,the abstract big concept of music unit is decomposed into specific unit teaching objectives and class period teaching objectives.Then,according to the objective,the evaluation is put forward,and the diversified evaluation methods run through the whole teaching process.In the process of teaching activities,the creation of music situation,as a task,has become an important carrier of knowledge transmission of "basic problems and learning activities" and "teachers and students".Through the above redesign of unit teaching procedures,students can gradually understand the big concept of music unit from specific examples in class,so as to build a bridge between music and life.The first chapter is the theoretical basis of the formal research,mainly from the definition,characteristics,classification,theoretical basis and research value of five parts of the "big concept" and "unit teaching" are discussed in detail.The second chapter is the practical basis for the formal research.During the internship in Taiyuan No.12 Middle School,the author conducted a questionnaire survey on "folk song teaching" among the teachers and students in three campuses,and analyzed the survey results to understand the current situation and problems,so as to provide ideas for the writing of the unit teaching design.The third chapter is the design framework of the unit teaching scheme under the big concept,including the detailed discussion of six steps: "Determine the unit theme and class hours,clarify the big concept,set the unit objectives,design the core problems,develop learning activities,creative practice,design evaluation system".The fourth chapter is an example verification of the above six steps.It takes "Southwest Charm" in Unit 3 of Volume 1,Grade 3 of Human Pronunciation Edition as the content,and finally presents a complete unit teaching design scheme.The fourth chapter not only validates the feasibility of the framework design of the third chapter,but also provides some references for the design of large concept unit teaching courses for junior high school music teachers.