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39RESEARCH ON THEORY AND PRACTICE OF INSTRUMENTAL MUSIC PERFORMANCE IN UNIVERSITIES BASED ON THE OBE
TEACHING CONCEPT Wang ^enyu
Wang ^enyu - Violin Teacher, MUSIC COLLAGE,
JIANGXI NORMAL UNIVERSITY, JIANGXI, PEOPLES REPUBLIC OF CHINA
Abstract: with the continuous development of music teaching, various colleges and universities have increasing higher requirements for instrumental performers. It is not only necessary for the players to have a solid foundation ofperformance, but also a good system of musical theoretical knowledge and cultural accomplishment. This paper, from the perspective of the OBE teaching concept, makes an in-depth analysis of the problems existing in the current instrumental performance teaching in colleges and universities, and attempts to explore a set of teaching programs of instrumental performance in colleges and universities based on the OBE teaching concept, so as to realize the quality-oriented teaching of instrumental performance and improve students' music performance level and comprehensive quality.
Keywords: OBE teaching concept, instrumental performance, teaching, theory and practice.
The development of instrumental performance in universities is of great significance to the realization of quality-oriented language education, enabling students to comprehensively improve their performance skills on the premise of mastering solid basic knowledge of instrumental performance. The teaching concept of OBE is student-centered, emphasizing students' personal progress and learning achievements. It can effectively enhance students' independent innovation ability and practical application ability, and is an effective way to train students majoring in music performance in colleges and universities.
I. Discussion on the Teaching Concept of OBE
1. About the OBE teaching philosophy
The concept of OBE comes from north American countries, that is, results-oriented education. Results-oriented education was first proposed in the 1980s by an American scholar named spencer, who gradually enriched his theory in teaching practice. He believes that the results-oriented education should be student-centered and oriented to the final learning outcomes of students. It should guide students to study through the design of the teaching curriculum system, stimulate students' interest in learning, and achieve self-breakthroughs in the process of constantly completing learning goals. The two characteristics of results-based education are: on the one hand, the teaching curriculum system is reversely designed based on the learning results. When making the teaching plan, students should first consider that if they want to complete the learning results, they need to complete the learning objectives one by one; on the other hand, the idea of results-oriented education focuses on the completion of learning outcomes. If the teaching activities carried out fail to achieve the expected results of students, the teaching activities should be continued through adjustment and optimization of teaching programs, and the students' expected learning objectives should be finally achieved through continuous exploration and practice.
2. Characteristics of the implementation of OBE teaching concept in instrumental music teaching in colleges and universities
(1) Student-centered
The core of results-oriented teaching is student-centered, which is different from the discipline-centered or teacher-centered traditional education. For results oriented teaching, at the beginning of the teaching activities, Teachers need to think about the teaching activities to enable students to achieve what teaching purposes, achieve what teaching
results, as well as whether these teaching purposes are practical for students and students' ability can be improved, so as to start the design of teaching curriculum and teaching programs. In the process of designing the teaching program, it is necessary to think about which teaching forms can enable students to better accept the teaching knowledge and stimulate their interest in learning. Meanwhile, it is also necessary to think about how to detect and evaluate the learning effect of students in each stage in the process of teaching. It can be seen that the teaching activities based on the results-oriented teaching concept are completely carried out around students, and the focus of the teaching activities is to control students' learning needs, learning process and learning effect step by step.
(2) Attach importance to the integrity of curriculum system construction
As results-oriented education is a kind of reverse-designed teaching curriculum system starting from learning results, the teaching curriculum system based on results to teaching concepts is a coherent and completed closed loop. Courses are interdependent with each other. Therefore, students have clear learning objectives and learning plans at the beginning of learning, and they know the learning objectives they need to complete at each node and have a clear understanding of their learning plans, which also facilitates students' self-supervision and self-evaluation in the process of learning. The teaching activity is not complete if the student does not achieve the expected learning improvement through the course. After that, teachers will evaluate students according to their actual progress and learning results, adjust learning strategies, continue teaching activities, and finally make students reach the expected goal, then the teaching activities are completed. It can be seen that the teaching course under the concept of results-oriented education must have a clear teaching result, which is a very complete curriculum system.
(3) Attach importance to the practical effect of teaching process
The purpose of the results-oriented teaching concept is to enable students to effectively improve certain abilities and better adapt to the current social demand for professional talents. Therefore, results-oriented teaching must pay more attention to the actual effect of the teaching process, and pay more attention to "what students learn" than "what teachers teach". At the same time, the teaching content is more diversified. While imparting basic theoretical knowledge, it pays more attention to the application of students' professional skills in practical life and takes students' ability as the guide. Hence, in the process of teaching, students should pay attention to the practical effect of learning and the practicality of learning content.
II. The Development Status and Dilemma of Instrumental Music Teaching in Colleges and Universities
1. Teaching reform is superficial
With the implementation of quality-oriented education and the rapid development of society, instrumental performance teaching courses in colleges and universities not only attach importance to students' basic music theory courses, but also have higher requirements on students' integrated instrumental performance ability and comprehensive performance skills. Although colleges and universities have had this understanding and carried out some teaching reforms, such as special lectures, but these reform activities are superficial, and do not really change the learning form of students. In the actual teaching class, they still take the subject structure as the center, take the teacher as the direction, the curriculum arrangement is too rigid. Although students can learn solid basic knowledge of instrumental performance, they lack innovation in actual instrumental performance.
2. The teaching method ignores the individual development of students
At present, the instrumental music performance teaching in colleges and universities still belongs to the "one-size-fits-all" teaching. The teachers use the traditional teaching method to teach the class, which fails to take into account the distinctive personality of the current college students and the differences between them. The teaching method ignores the personalized development of the students. With the rapid development of China's economy and culture, a new batch of college students are getting rich information every day. Because
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every student has a strong desire to express, therefore, teachers should pay attention to the different characteristics of students in the study of instrumental music performance, carry out targeted training, cannot be a set of teaching methods on all students. Under the condition of sufficient time and energy, teachers should design different teaching programs according to each individual's personality characteristics, and help students find their own ways of expressing instrumental performance. Only in this way can students' instrumental performance ability be improved faster and higher, so that students can fully transform the theoretical knowledge they have learned and form their own unique understanding of instrumental performance.
3. The evaluation system is too simple and only focuses on students' basic learning
At present, the evaluation system of instrumental music performance courses in colleges and universities is relatively simple, and teachers' paper-and-pencil test is still the main one. Instrumental performance is different from other disciplines. Therefore, it is far from enough to only pay attention to the students' basic learning, and only pay attention to the last written test or field test at the end of the semester while ignoring the students' learning process, which obviously cannot fully detect the real level of students' instrumental performance. This also easy to lead to many students in the vicinity of the exam for cramming review, which cannot reflect their usual actual ability level.
III.An Exploration into the Theory and Practice of Instrumental Music in Colleges and Universities Based on the Teaching Concept of OBE
1. Improve the teaching mode and scientifically set the teaching curriculum
In setting up teaching courses, we should pay attention to the organic combination of practical teaching and theoretical teaching, which is indispensable in both aspects. Solid basic knowledge and theoretical knowledge can guarantee students' stable performance in instrumental performance, while practical activities can help students better understand the theoretical knowledge of instrumental performance. Only in this way can the comprehensive quality of students be improved and the development of comprehensive screen and harmony be achieved. In addition to organizing special lectures, group observation and discussion, teachers can also organize various performance activities inside and outside the school to encourage students to take an active part. In this way, students can experience the fun of instrumental music performance in actual activities, and learn on the spot through mutual observation and evaluation, so as to understand their own shortcomings, learn others' strengths, and better understand the details of instrumental music performance in the actual stage, which is not available in the classroom.
2. Pay attention to the teaching results and establish a scientific teaching evaluation mechanism
In the course reform of instrumental music performance in colleges and universities based on the results-oriented concept, the most important thing is to establish a scientific teaching evaluation mechanism. If there is no a perfect evaluation mechanism so many teaching reforms are hanging gardens. Even if the effect is achieved in a short time, it will not fundamentally change the students' learning effect of instrumental performance. Only through the multiple evaluation mechanism, from the students' daily learning performance, learning results, learning ability and other aspects of comprehensive evaluation, can we really stimulate students' interest in instrumental performance learning, promote students to actively participate in the stage performance. In the process of reforming the teaching way of instrumental music performance, we should emphasize the improvement of the teaching evaluation mechanism and set up a pluralistic evaluation system with multiple evaluation methods. We can take the daily group observation and group instrumental performance both inside and outside the school and stage performance into the evaluation system, and regard the evaluation of learning results as a dynamic process, and conduct the evaluation from the beginning of students' learning into the curriculum system to learn instrumental performance. Only in this way can students complete the prescribed learning objectives at each node, so as to achieve the final learning results.
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Let students, in the process of continuous practice performance, accumulate rich performance experience, better apply the skills learned to the actual performance, in order to achieve their own breakthrough and innovation.
3. Student-centered, focusing on the overall development of students
For the cultivation of students' instrument performance ability, it cannot only rely on the music theory knowledge to teach students, but also needs to cultivate students' ability to appreciate music art, so as to improve their understanding and analysis ability of the performance works. Then, their personal understanding and thinking on the score are integrated into the performance of instrumental music, so that the instrumental music performance can be deeply rooted in the hearts of people and form their own unique charm.
At the same time, the instrumental performance skills, the psychological quality of the live performance, the interpretation of the musical style and the emotional description of the works all need to be mastered by students. Therefore, in constructing the curriculum system of instrumental music performance in colleges and universities based on the idea of results-oriented teaching, educators should focus on the overall development of students, expand the scope of classroom teaching, and cultivate students' ability to understand and express music. When designing teaching programs, teachers need to take into account all kinds of needs of students in learning and start from the actual needs of students, to design learning programs for students as comprehensively as possible. Only in this way can the comprehensive quality of students' instrumental performance be improved, so as to improve their overall musical attains, and at the same time meet the demand of professional musical talents from social work posts.
4. Pay attention to the improvement of teaching quality of teachers
The level of teachers' ability directly affects the success or failure of results-oriented teaching activities. Although the instrumental music performance courses in colleges and universities based on the concept of results-oriented teaching are student-centered, teachers play an important role that cannot be obtained, because teachers are the makers of students' learning plans, the guide of learning rhythm and the evaluator of learning outcomes. Thus, teachers play an important role in results-oriented teaching. Therefore, in order to successfully carry out the instrumental music performance teaching activities in colleges and universities based on the results-oriented teaching concept, it is necessary to guarantee the professional ability and quality level of the teaching staff. At present, instrumental music performance teaching in colleges and universities has higher requirements on teachers' professional theoretical foundation and engineering practice ability. On the one hand, it is necessary for teachers to broaden their vision and grasp the standards of social demand for music professionals, to make better learning goals and plans for students. On the other hand, teachers also need to have solid professional teaching techniques, and can closely combine theory and practice, so as to avoid paying more attention to theory and less attention to practice in the teaching process, or avoiding paying more attention to practice and failing to help students lay a solid professional foundation. Only by clarifying the teaching concept and objectives of instrumental music performance in colleges and universities, perfecting the teaching mode, scientifically setting up teaching courses, and establishing a scientific teaching evaluation mechanism, can professional instrumental music performance talents with core competitiveness be cultivated.
References
1. Hu Xinggang. Reform and Practice of "Diversification" of Instrumental Music Courses for Musicology Major in Normal University [J]. Hundred Schools of Art, 2013.
2. Feng Jian. On the Trend of Art Practice Teaching Reform of Instrumental Music Major in Colleges and Universities [J]. Music Creation, 2015.
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4. Li Xiaochuan. Research on the Reform of Dynamic Curriculum Teaching Mode in Higher Vocational Colleges Under the Concept of OBE [J]. Education and career, 2013.
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БРЕНДИНГ ГОРОДОВ Кусачева С.В.
Кусачева София Валерьевна - студент, кафедра монументально-декоративной живописи и дизайна им. Виталия Смагина,
Институт архитектуры, строительства и дизайна Иркутский национальный исследовательский технический университет, г. Иркутск
Аннотация: тема, подразумевающая выбор цветовых концепций для брендов городов, очень актуальна, поскольку она тесно связана с влиянием городской атмосферы на общество. Цвет способен создать психологический комфорт, снизить показатель социального напряжения, улучшить качество жизни. Для исследования были использованы эмпирические методы исследования, позволившие получить положительный результат относительно брендированных городов. Ключевые слова: городской брендинг, цветовая концепция, графический дизайн, логотип, фирменный стиль, айдентика.
Введение
В современном графическом дизайне очень популярен брендинг продукции, другими словами, это активная маркетинговая стратегия, которая содержит в себе комплекс мероприятий по созданию бренда или его составляющих компонентов (названия, слогана, визуального оформления и логотипа). Также брендинг используется в отношении целых городов, к примеру, наиболее распространённый и успешный брендинг производится в Европе.
Городской брендинг — это некоторый образ города, представляющий собой совмещение впечатлений жителей города (идентичность) и взгляд гостей (впечатление) [2]. Айдентика имеет свое визуальное выражение, а также логотип, фирменные носители, паттерны, слоган (Рис. 1).
Рис. 1. Целевая аудитория, на которую может быть ориентирован брендинг
Создание и продвижение бренда — это формирование необходимой для города репутации, которая позволяет увеличить прямые и косвенные инвестиции в разном смысле данного слова. Как правило, это можно определить по психологическим и социологическим показателям (опросам, интервью, фокус-группа и т.д.) [5]. Города, представленные ниже, являются объектами процесса брендинга для выполнения
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