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Study of junior high school music teachers in junior middle school extracurricular activities of communication strategies in Binhu District of Wuxi city as an example

Author: ChengJianWei
Tutor: ZhangYinYao
School: Shanghai Normal University
Course: Education
Keywords: Communication management communication theteacher-student communication communication strategies musicextra-curricular activities
CLC: G633.951
Type: Master's thesis
Year: 2012
Downloads: 118
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Abstract

“Music Curriculum Standard” has defined clearly that musicextra-curricular activities for middle school students is “actually theextra-curricular arts activity，which is an important part of the musiccurriculum resources， and the teacher has the responsibility toundertake this task” and should "develop students interest in music andaesthetic awareness, broaden their artistic horizons, and improve theirmusical skills.” It has become one of the important teaching tasks tocarry out music extra-curricular activities in primary and secondaryschools.Under the pressure of entrance examinations, middle school musicdiscipline is very different from primary school，leading greater difficultyin conducting extra-curricular activity than others. Since there are manydifferences between music extra-curricular activities and others inmiddle school，still having multiple contradictions must be resolved. First,since the students are all from audition breaking the collective conceptof "class", there is a contradiction between loosen non class teachingmode and daily class organization. Second, since the objectiveexistence of the academic burden on students, there is a contradictionbetween pressed and rigid time schedule of middle school studentsand synchronization of musical works. Third, since students have variousmusic foundations，there is a contradiction between a small number oftalented and outstanding students and team work coordinating.Fourth， the contradiction between mass training for short-termcompetitions and normal teaching order. Fifth，there is a contradictionbetween stage comprehensiveness of musical practice and the littleright of music teachers to deploy “human, financial, and materialresources”. To overcome the organizational difficulty of music extra-curricular activities，caused by “loosen organization, task-drivenfeatures, group co-operation, time synchronization and stagecomprehensiveness " is the key to achieve the desired effect, and thecommunication barriers will hinder the music teacher to organize all theactivities.All the contradictions existing in extra-curricular activities in middleschool required that the music teacher must exclude communicationbarriers. Most music teachers have a certain emotional experience thatmost music teachers， occupying the dominant position in musicextra-curricular activities, only focus on the professional skills and ignorethe "communication". Since they are lack of communicationawareness，skills and motivation, there is a lot of difficulties in carryingout extra-curricular activities in middle school， resulting in the lowefficiency of the activities, increasingly difficulty in carrying out theactivities, and finally the extra-curricular activities difficult to maintain.To the contrary, it will have a good result if the music teacherscommunicate well with all the students and schools, then the studentswill participate in the activities actively and the school will give a greatsupport to enhance the extra-curricular activities. Communication is anessential skill for middle school music teachers to carry out musicextra-curricular activities and also a needed behavior for careerdevelopment.Through a questionnaire survey and analysis of communicationstatus quo of music teachers in extra-curricular activities in Binhu LakeArea in wuxi, this paper presented the communication strategiespertaining to music teacher on the basis of relevant research findings.To enrich the research effort of communication strategy of musicteachers，this paper not only consulted the findings and theory ofcommunication but also learned lessons from managementcommunication strategy and applied its framework to study music teacher communication strategy. Meanwhile， since this effort wasconducted on the basis of the survey and analysis concerning withteacher communication status quo in music extra-curricular activities inBinhu Lake area， Wuxi city，therefore, it features for pertinence andfeasibility. This study will draw on theories and strategies for improvingthe communication strategy of music teacher in extra-curricularactivities in middle school. In this paper the main points and contentsare as follows:First, this paper defined the communication and its concept，described the general model and strategy framework of managementcommunication，introduced the communication and the theory ofteachers communication.Second, This paper analyzed the problems in the communication ofteachers in music extra-curricular activities and indicated thatteachers had little concept of communication in music extra-curricularactivities, the teachers should improve their three-dimensionalcommunication level, and the music teachers communication strategyenforcement elements are still not fully applied in practice.Finally, this paper offered the music teacher communicationstrategy in the aspects of subject and object strategy, informationstrategy, channel strategy, cultural strategy and strategy employmentsupport.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Aesthetic > Music, dance
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