Research On The Application Of Music Experiential Teaching In Junior Middle School

With the further deepening of curriculum reform,the compulsory education curriculum has put forward new requirements for junior high school music classrooms around the experiential nature of students’ art learning.In the music classroom teaching,students should take the main position and build a diversified practice atmosphere with art experience as the core,so as to enhance students’ art literacy and cultivate their creative ability.Experiential teaching focuses on students’ individuality,diversity of learning and subsequent development needs while attaching importance to the role of students as subjects.In the music classroom experience,it stimulates students’ subjective initiative and increases their participation in the music classroom,which is beneficial for teachers to better accomplish their teaching goals.The research of this article is about the application of experiential teaching in middle school music,taking the unit "Music and Human Emotional World" of the Flower City version as an example.The article is structured by first providing a relevant overview of experience and experiential teaching.In the second step,the present-day middle school music curriculum is discussed structurally in terms of both the learning situation of music lessons and music teaching materials,and the current situation of middle school music lessons is analyzed by using questionnaires,subject interviews and target observation methods.In the third step,the theoretical knowledge of experiential teaching was incorporated into the middle school music classroom and applied to the author’s own classroom design of experiential teaching.By recording the classroom feedback generated by the improved experiential teaching,the article summarizes the effectiveness of the application of experiential teaching in the middle school music classroom.Finally,the article illustrates the author’s summary of the application of experiential teaching in the middle school music classroom,and proposes three suggestions for changing the single teaching mode in the music classroom,strengthening students’ subjective awareness,increasing their participation,and improving the evaluation mechanism of music teaching.This study will delve into real middle school music classrooms to analyze more effective strategies for music teachers to apply experiential teaching in their classrooms.It will enable the reader to visualize the differences between the theory and practice of experiential teaching and learning in middle school music classrooms.In turn,it will provide more theoretical references and foundations for more effective implementation of experiential teaching in middle school music classrooms.