A Study Of Task-driven Teaching Of Music Element Perception In High School Music Appreciation Class

Music element perception is an important part of music appreciation teaching in senior secondary schools,and is also the basis for students to experience music emotions,perceive the beauty of music and enhance their aesthetic perception.Therefore,it is particularly important to enhance students’ ability to perceive the elements of music in high school music appreciation teaching.Task-driven teaching is a teaching method in which teachers create teaching situations,design teaching activities and set criteria and assessment bases for completing tasks in accordance with the teaching content and teaching objectives,and conduct learning through independent inquiry or group collaboration.This project aims to break through the traditional teaching model and apply the task-driven teaching method to the perception of music elements in high school music appreciation teaching,so as to bring into play the main role of students,thereby motivating them to listen to music independently and perceive music elements actively,thereby improving the teaching efficiency and quality of high school music appreciation classes.This paper is a practical study of task-driven teaching of music element perception in high school music appreciation class,taking the first year students of Guiyang S.High School as the teaching object.The second part is based on teaching practice,describing and analysing five teaching cases in melodic perception,rhythmic perception,perception of song structure,perception of pitch and perception of intensity,and analysing their teaching effectiveness;the third part is a reflection on the problems in the teaching practice research,proposing improvement strategies,and finally summarising the teaching practice experience to form the viewpoint of this paper.