Since the promulgation of "Music Curriculum Standards for Ordinary Senior High Schools" (hereinafter referred to as "Curriculum Standards"), music teachers in senior high schools have paid extensive attention to it. Six modules of high school music teaching in curriculum standards (basic compulsory module-music appreciation; On this basis, five other elective modules-singing, performance, creation, music and dance, music and drama performance-were designed, which enriched and improved the content of high school music curriculum, thus forming a relatively complete basic education music curriculum system. As a high school music and dance teacher, I pay special attention to the setting of "Music and Dance" module in the curriculum standard. First, the necessity of offering music and dance elective modules in ordinary high schools. The period from the age of senior high school students 16 to 18 is the biggest and fastest stage of physical change, and it is also a period of rapid learning progress, and the learning pressure is also great. During this period, music and dance modules are set up in time to educate and cultivate students in dance appreciation, common sense, performance and composition, so as to help students shape good posture, posture and gait. Let students learn dance in music and experience the rhythm, rhythm, emotion and temperament of music; Experience music in dance, and feel the beauty of form, modeling, rhythm and artistic conception of dance movements and postures. Especially important. Second, the elective module of music and dance in ordinary high schools has its particularity. In our school, this means that dance is no longer the patent of a few dance students. In the form of elective modules, ordinary students have the opportunity to choose dance, touch dance, feel dance and show dance, have the opportunity to systematically receive education and training in basic dance knowledge and basic movements, and have the opportunity to rehearse, perform and arrange dance. However, in the specific dance teaching, I do feel that the teaching of music and dance elective module in ordinary senior high schools is different from the tutoring course for dance specialty students, and it has its particularity: (1) The teaching object is different: the teaching object of music and dance elective module is ordinary senior high school students, not the specialty students who are preparing for the college entrance examination and entering the dance major in colleges and universities. Dancing art education in ordinary senior high schools can accurately integrate the cultural function of education with the function of forging souls. With the help of dancing art media, students' emotions can be shaped, their souls can be forged, their team consciousness and collectivism spirit can be cultivated, their aesthetic quality and artistic expression ability can be cultivated, and their abstract thinking and divergent thinking ability can be improved. (2) Different teaching purposes: The teaching purpose of music and dance elective module is different from that of professional dance education, and its teaching purpose is to cultivate cross-century talents with aesthetic ability, creative ability, perfect personality and all-round development; The teaching purpose of dance major is to train students with dance expertise to be admitted to dance major in colleges and universities. (3) Different teaching contents: Students majoring in dance have been systematically cultivated and improved in terms of body shape, physical quality and artistic quality through three years of teaching in senior high school; For ordinary high school students who choose music and dance module, in a short and limited teaching time of a semester, it is mainly to understand and experience dance knowledge, dance appreciation, dance performance and dance creation. Third, the importance of teachers' leading role 2. Music-oriented, reflecting comprehensive art learning. In the specific operation process of music and dance elective module, teachers should take music as the standard, from music to dance to perfect combination. Teachers must pay attention to embody the teaching concept of "music-based" through synthesis (first, the synthesis with music as the main line; The second is the comprehensive art study with music as the starting point to cultivate students' artistic accomplishment. In teaching, we should pay attention to the organic combination of music and dance learning. From the perspective of sister art, the ultimate goal of expanding students' artistic vision, understanding and mastering the basic knowledge and skills of dance art is reflected in music learning, so as to improve the quality of music culture. The purpose of emphasizing "comprehensiveness" is to promote students' interest and perception of other art categories through dance art education activities and comprehensively improve students' comprehensive quality. 3. Problems in teaching. Music and dance are both optional modules. It is very important for teachers to cultivate students' interest in dance as much as possible after proper guidance, because this is the basis for attracting students to actively participate in dance learning, rehearsal and performance activities. In teaching, we should pay attention to (1) the organic combination and mutual penetration of dance appreciation, performance and creation. For example, learning dance performances on the basis of dance appreciation, creating and editing dances on the basis of dance performances, and integrating dance knowledge learning; We should also pay attention to the organic combination and mastery of music and dance. If you practice dancing on the basis of listening to music, it will help you understand the connotation of dancing, or feel the music repeatedly on the basis of practicing familiar movements, and you will have a further understanding and experience of the artistic expression of dancing. (2) Dance appreciation is an effective way for students to experience aesthetics. In teaching, we should attach importance to students' own feelings and guide students to collect background information related to dance independently. In the classroom, teachers, students and students exchange discussions to enhance students' ability to choose, judge and analyze the art of dance. Zhu Ming once again said, "Music without dancing is like not seeing a bosom friend, and dancing without music is like being dumb." There is a saying in modern times that "music is the soul of dance", which shows the importance of music to dance. Students are influenced by music while learning dance. To some extent, dance is also used to explain music. Dancing in music and experiencing music in dancing is the ultimate goal of this module. Dance art education is a systematic and dynamic operation process, and the lack and ineffective elements of any link will affect or restrict its educational function. Therefore, under the background of the new curriculum, the modular teaching of music and dance also puts forward higher requirements for teachers' comprehensive quality, and also poses greater challenges to teachers who have never been engaged in dance teaching before. Teachers should constantly improve their professional concepts, expand their professional knowledge and improve their professional ability in practice and teaching. We should study hard, be brave in practice, strengthen self-cultivation and improve comprehensive quality in order to be competent for the teaching of new courses. [References ][ 1] Educational Exploration and Practice (2008)No. 12 Author: Yu Jingwei. [2] Interpretation of Curriculum Standards-People's Music Publishing House. [3] On the significance of setting up music and dance modules in senior high schools-Chengdu Guopei Class 2. Jin Zhong 2065438+.