Research On Emotional Teaching Strategies In High School Music Appreciation Course

Aims to develop students’ aesthetic cognitive and cultural knowledge,high school music appreciation courses are designed to help students enjoy and assess musical works through listening,experiencing,exploring,and evaluating.The element of emotion permeates every step of this procedure.However,in actual teaching,there is not enough emotional communication between teachers and students,and too much emphasis is placed on teaching reasoning music knowledge and thinking methods,which leads to a lack of understanding of how students’ musical emotions are created,formed,and expressed.One reason is that emotional strategies for teaching have not received enough attention;on the other hand,there is no efficient strategy for putting emotional teaching into practice.Empathy is the capacity to recognize,comprehend,and experience the emotions of others and to produce the accompanying behavioral reactions.The use of the empathy method in the high school music appreciation class’ s emotion-teaching strategy can aid instructors in fostering an environment where teachers and students are treated equally and with respect,as well as in improving communication and understanding between them.It can also help students’ creative and critical thinking skills,as well as their comprehension of music emotion and their own social development.As a result,this paper offers some recommendations on empathy teaching tactics for high school music appreciation classes based on the philosophy of empathy,the characteristics of high school music disciplines,and the current state of classroom teaching.Following is the primary research subject matter:In the beginning,the thesis’ s research background,research significance,current state,research methodologies,and research framework are all elaborated in the introduction section.The first chapter focuses mostly on this subject’s theoretical underpinnings.This essay performs a theoretical analysis from four angles: it defines the concepts of “empathy” and“emotion teaching strategy,” explores the meaning of “empathy” in the context of high school music appreciation classes,examines the theoretical relationship between “empathy” and“emotion teaching strategy” in that context,and conducts a detailed examination of the concept,content,and importance of emotion teaching strategies based on empathy theory.Using surveys and teacher interviews,the second chapter examines the current status of empathy in emotional teaching practices in senior high school music appreciation classes.The findings indicate that senior high school students have middle level musical appreciation empathy abilities,but lower middle level musical emotional perception and emotional expression abilities.Additionally,there are issues with teachers’ lack of a thorough understanding of students’ psychology and ineffective teaching strategies,which opens the door for the use of empathy in emotional teaching strategies.In the third chapter,the teaching case is conceptually developed based on the theoretical underpinnings of how to employ empathy technique in the emotion teaching of high school music appreciation class and the findings of the current inquiry.Guzheng’s song “Olden Regret in Lin’an” will serve as the teaching piece in this case,which has the following six components: the teaching context is introduced from Yue Fei’s personal experience,the emotional theme of the music is condensed by empathy,the teaching strategy analysis of “Olden Regret in Lin’an” is analyzed,the teaching details are selected by emotional perception,experience,and expression,sublimation the theme of music emotional,and the reflection and evaluation of the case of“Olden Regret in Lin’an” are all thoroughly examined.Finally,in the summary and prospect part,the author puts forward the significance of the application of empathy theory in the emotion teaching strategy of high school music appreciation class and the improvement of the research.