Elementary school music co-teaching on reflection

[Abstract] especially after the founding of the reform and opening up, China's basic Education reform and development has made great achievements attracting worldwide attention, basic Education curriculum with the social progress in the continuous development of the Music courses as pArt of basic Education and compulsory subjects, progress has been made over the years, but also there are many problems not suited to the times of the spirit of cooperation as an important contemporary values ​​of Music Education curriculum standards in Music was clear that underlines the importance of co-teaching Music, we can co-teaching the Music to find a breakthrough to enhance music Education building and improve the music curriculum, to promote the development of aesthetic the music curriculum of primary education as a required course for students interested in learning music, culture and aesthetic taste of the perfect personality is important.

[Keywords] primary music co-education proposal \
First, primary music co-existing problems in education
(A music co-teaching is a mere imitation, or are given to emotional experience.

As the teachers understanding of the value of music programs there is a serious error, a long time, co-teachers during the time too much emphasis on music teaching students to imitate, is simply that sing sing as well, but to strengthen cooperation, learn to cooperate with the preaching discipline of formal cooperative learning, ignoring the content of cooperative learning, so that students fall into the cycle of cooperation and collaboration in music, co-teaching, music and cooperation is mutually based on the premise of each other, either pArty can be separated from the other pArty and alone, co-teaching to imitate the music on the basis of ability to pay more attention to the cultivation of students' perception of music, constantly integrated into a variety of musical aesthetics, experience, exploration activities, is a veritable musical co-teaching, in order to foster and develop cooperation imperceptibly ability to enable students to get in the music co-teaching a wonderful emotional experience.

(Two music co-teaching is to practice "cooperative", or to learn "music."
Music co-teaching, emphasis on cooperation, but more respect for music, co-teaching in the aesthetic into the music, respect for the students of music perception and experience, students develop an interest in music, is co-teaching purposes, such as many teachers simply classrooms in the form of the pursuit of novelty, but not fully consider the task of teaching and teaching content, abuse of co-teaching for the use of traditional teaching to complete the learning task, spend a lot of classroom time to explore co-operation to complete, do not meet with the co-teaching the content of the form also forced to use co-teaching, so easy to make the students co-produce fatigue, loss of interest in cooperating in music, while not conducive to the cultivation of students' aesthetic taste, music perception improved.

Second, co-teaching how to play the best music, the effectiveness of teaching
(An emphasis on heterogeneous grouping, to achieve a balanced competition.

Anyone who has a desire to get others to positive psychology, in pArticular, the ability to obtain certain people better than they are To promote the teaching of music to play the best benefits of cooperation, it is necessary to enable students in the competition gained recognition. For heterogeneous grouping, the implementation of group cooperation and group competition model, so the potential to stimulate students in the competition, have been recognized, to develop interest in learning music. Heterogeneous grouping, simply, is based on student quality, the differences in sound, music basis of differences in musical thinking the purpose of grouping, so that the balance of power between the teams, music is not to the level of disparity is too large, in order to fully mobilize the enthusiasm of the students involved, cooperation and coordination to play, to the effect of co-teaching, if only simple by name, student number or seat number for easy grouping, may cause the disparity of power between the groups is too large, is not conducive to mobilizing the enthusiasm of students and to take the initiative to make co-teaching lost its original meaning. Links to free download http://www.hi138.com (two in the center of all students to achieve all the progress.

Co-teaching is not intended to pursue a small number of students breakthrough progress, but in the overall coordination and cooperation, based on the promotion of each student's progress, in order to better co-operation of music teachers in co-teaching process, in addition to focus on training in music have a good perception, good musical talent of the students, inspire their musical potential, but also can not ignore the lack of musical ability and even the tone deaf musical abilities of students. making music co-teaching as a carrier, to develop spirit of cooperation of each student's sense of cooperation, stimulate them to learn confidence, increase their interest in learning music, so that every student really involved in music cooperation to achieve a virtuous circle of music teaching.

(C Cooperation Science and arrangement of time, the creation of beauty cooperation.

Music co-teaching is different from the other co-teaching, it is to ensure the integrity and flow of the process, which requires the teacher co-teaching in the organization prior to advance the process of co-teaching, cooperative teaching time, co-teaching may be problems to do a prior estimate, the time to avoid improper use of the content of cooperation can not be completed or time is too abundant content of cooperation led to the same repeated. cooperation in space, to break the traditional "seedling-style" cooperative formation, the courage to try to stand in a variety of ways, such as trapezoidal, circular, windmill-shaped, etc. stand in novel form to narrow the distance between the students, to facilitate the exchange, but also to stimulate students interest in learning music, the Art of music teaching to enhance cooperation effect.

(D to strengthen the integration of teaching methods to promote the teaching goals.

Music co-teaching does not have to adhere to the traditional teaching methods and teaching, must have the courage to break stereotypes, based on strengthening innovation, overall, to optimize a variety of effective teaching methods, teaching the music to better carry out the music teaching multiple objectives determines the teaching methods of integrated, on this basis, the music co-teaching must be to seek cooperation with other teaching methods to achieve a breakthrough in the process, such as in cooperation on the basis of performances for students to write or draw their own true experience, to fully mobilize the students to the senses, a full range of perception, so that the music has a relatively complete understanding of, and even allows students to use simple tools to create a "real" musical environment in which music students in a simulated environment to better mobilize emotions, play to their strengths, and promote co-teaching to complete.

Third, the conclusion
<<Compulsory music curriculum standards>> In the context of education reform have been proposed, emphasizing the music co-teaching students of music aesthetics and music interest in learning the significance of deepening education reform and implementation of quality education, from no open to students sense of community, cooperation, awareness-building. American education critic Ellis and Fouts in <<Educational Reform>> in this description to: "co-teaching, if not the greatest of contemporary educational reform, then it is at least one of the largest. "Practice has proven that music, co-teaching for improving coordination and cooperation, aesthetic taste, active participation and positive activities and improving interpersonal relationships of great benefit, so educators should strengthen cooperation in the teaching of music and actively guide practice, the music co-teaching personnel training to play a greater efficiency.


[References]
[1] Ministry of Education. Full-time compulsory music curriculum standards (trial version) - | dagger Beijing: Beijing Normal University Press, 2001.

[2] Ministry of Education Sports Health and Art Education. Third National primary and secondary school music video class competitions winners. Chinese music education, 2002 (2). Links to free download http://www.hi138.com