Professional ethics for teachers in primary and secondary schools
Music courses not only improve children's musical literacy, but also their beauty, providing aesthetic experience, pottery, enlightenment and creativity. It embraces a national culture that enhances students ' awareness and understanding of the richness and diversity of the world's music culture, as well as interpersonal and emotional communication. Through music education, students are able to develop and enhance their sense of beauty, performance, appreciation and ability to create beauty, and to enrich and develop image thinking. How, then, can the value of music courses be realized, and students ' innovation and creativity be stimulated? That would require us to use reasonable teaching methods to make every music class possible。
The methods of teaching music subjects include teaching law, law enforcement, model law, appreciation, etc。
I. Presentation
The doctrine of basic music knowledge and basic skills is based on teaching, audio-visual integration, linkage control, and is different from the method used in general skill training. It is the teaching method by which teachers transmit their knowledge to students through oral language, and it is easy to grasp all the music knowledge and music practices transmitted (including basic music, musical expression, analytical processing of works, etc.). It requires teachers to be able to express themselves in a strong language and to use them in a flexible manner, in conjunction with other teaching methods. If applied inappropriately, students' motivation and initiative may be suppressed, or even lead to a “filling of the room” at the end, which will affect the effectiveness of the teaching. Thus, teachers, when using the method of interpretation, use the language to project a graphic image, so that they can describe the content of the instruction in a way that is depicted, or that is interesting about the content, so as to enhance its effectiveness. A visual wallchart, audio, demonstration etc. Can also be used to make the presentation clearer and more thorough。
Ii. The legislative law
The primary primary school pupils shall be the primary target. In teaching, teachers should provide students with a simpler demonstration of possibilities, and play methods are widely used. For example, the rhythm approach is one in which teachers demonstrate a rhythm, and students do so by adapting or creating a rhythm. Play in a game to better motivate students to learn and practice. In the teaching of instrumentality, appreciation or music, students in the lower grades are given a visual and taste-based orientation, and their creative abilities are fully utilized。
Iii. Model law
The model law is for teachers to convey the beauty of music to students with their own songs, music, language and movement. Since children's learning of music begins with imitation, the learning of various skills in the classroom also involves demonstration by teachers, especially in teaching activities such as singing, instrumental music and dance. Thus, model laws are also an important method of teaching music. Model laws in modern music classrooms are not merely teacher-songs, but are complemented by teaching aids and gestures, such as multimedia. The demonstration should be based on a combination of a full and focused demonstration, with a timely demonstration of the weight and difficulty of content or a comparative demonstration, which would be more understandable to students. Rational use of the model law would increase students ' interest, enhance their sense of music and develop their observation and imagination。
Iv. Appreciation
Access to education is becoming increasingly important because of its increasing importance. The appreciation method is to guide students to feel the content and emotions of music expressed by listening to or watching their work. Thus, to be inspired by questions, students can be inspired to think and imagine by a variety of means such as poetry, writing and drawings. This enables students to understand the connection between the sound and the performance of musical works, stimulates the emotional experience of students, feels and understands the emotions and feelings of musical works, deepens their understanding of the image of music and resonates with their hearts. For more complex works, the analytical synthesis and comparison approach should also go through the entire process of students learning to appreciate music, promoting students ' feelings for music, leading students to participate and think actively and using the knowledge and skills of the music they already have. By listening to the emotional and emotional changes of music, gradually gaining a sense of the overall emotion of the work of music, and feeling the contrasts and changes in the elements of music, such as rhythm, rhythm, sound, and sound, mixers, students ' musical qualities and ability to feel and appreciate beauty。
The choice of teaching methods is based on the content and characteristics of different teaching materials, and a good music lesson must be consistent. Complementarity can be achieved only if there is a synergy between the various teaching methods and their rational application. In general, the music teaching method is chosen with a view to developing and developing the aesthetic abilities of students, to motivate students to learn, to be proactive and to develop interest and hobbies in music. The choice is accompanied by the correct treatment of the various teaching methods that have been tested by long-term teaching practices and the sound scientific incorporation of new research results, the use of modern teaching methods and the creation of practical teaching methods that are relevant to music teaching。
Wong chow's resolution
