The efficiency of skill training refers to the amount of training work completed per unit time obtained through the use of certain musical expertise and performance experience to complete certain musical performances. Erhu majors have to go through four years of systematic study at the undergraduate level. During these four years, skill training is an important learning process. However, we should see that not all skill training is efficient, and the time spent by some students in practicing the piano is often not proportional to the improvement of their performance. Improving the efficiency of skill training in erhu teaching is an important topic for teachers, and it is also an important aspect of reviewing teachers' teaching effects.

1. Establish the goal of training will

Will is a psychological process in which people consciously establish goals and control their actions to overcome difficulties to achieve predetermined goals. Training will refers to the conscious and conscious training method to overcome difficulties and achieve goals in erhu skill training. The establishment of the training will goal refers to the individualized teaching topics (music, skills, etc.) tailored for the individual; the gap between the current performance status of the students and the ideal performance goals required by the teaching (the famous song model, the teacher's demonstration); the timely training in the training Clear information feedback, etc., set training goals, and enhance the initiative and purpose of skill training, so as to facilitate the efficiency of skill training under the control of conscious awareness. Therefore, to overcome and transcend various technical obstacles, we must correct the motivation, clarify the purpose, scientific training, and hard work. Based on random movements, consciously control the skill movement system to make it constantly perfect. In erhu teaching, the establishment of the training will target is closely combined with the formulation of teaching plans, teaching contents and teaching requirements, and long-term and short-term training programs are scientifically formulated, as well as the specific methods, training requirements, specific steps to achieve the training will target, and through Teaching activities are monitored and adjusted in each professional class.

1. Give full play to the motivational role of teachers on students in teaching, help students to recognize training goals and training results, establish reasonable and feasible training will goals, and set long-term and short-term plans in a planned and step-by-step manner.

2. Make full use of the feedback function of learning results in a timely manner to help students recognize feedback information, distinguish right from wrong, understand problems and gaps, distinguish between mastered and unmastered, targeted correction and training, and focus on overcoming technical difficulties . Effective feedback strengthens and guides follow-up training. Without feedback, there is no opportunity for reinforcement, and without feedback, there is no progress. Therefore, it is necessary to make full use of learning feedback to consolidate existing training results and continuously improve training efficiency.

3. Establish a good quality of training will, overcome impatience and fear of difficulties, overcome technical difficulties in the continuous and active reform of skill structure and methods, and overcome the "plateau area". Rely on tenacious will, unremitting efforts to achieve the ultimate goal. At the same time, we must have the courage to give up bad training habits and ways of thinking that hinder learning.

2. Develop correct playing habits

Performance habit refers to the need and tendency to automate the process of completing a certain performance. Habit is an organization system of several actions. It is always passively maintaining the original action from the beginning of the situation, and doing conscious feedback of the action itself. Habits are divided into beneficial and harmful. Performance skills refer to the automatic and perfect performance techniques and skills formed through practice using the knowledge and experience of musical instrument performance. The initiation of performance skills is related to situations and tasks. Under the control of consciousness, consciously and actively compare with objective standards to provide beneficial self-kinesthetic feedback and extrinsic sensory feedback. Skills are divided into motor skills and mental skills. Motor skills are voluntary movements composed of a series of musculoskeletal movements. Mental skills are action systems that are laid out and operated in the mind with the help of internal language and ideas. Motor skills are the basis and embodiment of mental skills, and mental skills are the dominance and regulation of motor skills, and the two are different and connected. Performance skills organically combine the two into a whole, and establish a perceptual and rational thinking paradigm in music performance. The organized skills and actions constitute a specific stimulus, and a correspondingly consolidated temporary neural connection system is formed in the motor center of the cerebral cortex. , that is, dynamic stereotypes.

It is crucial to develop correct playing habits in teaching. Correct performance habits include: scientific method, coordination of body, stability of movement, etc., but also performance psychology, breath changes, emotional control, and so on. Therefore, in order to improve the efficiency of skill training in teaching, special attention should be paid to cultivating the correct performance habits of students, overcoming the existence of two shoulders, one high and one low in performance, nodding or tapping with feet, biting lips or muscle tension, and uncoordinated movements. , unstable movement, etc. If these problems are not solved, wrong dynamic stereotypes will be formed. Wrong playing habits directly affect training efficiency.

Correct playing habits include two important aspects, one is the aspect of physical coordination, and the other is the psychological aspect of playing. These two aspects are mutually reinforcing and interdependent. Students are required to use body language in dance, and the use of body language is also advocated in erhu performance. Performers are also actors, and they cannot do without performance. Performance requires students to have correct performance habits. Correct performance habits will promote students to grasp the music, create a second degree, and enhance students' performance. Teachers should strengthen guidance and achieve:

1. Teachers' correct methods and demonstrations are of special significance. While helping students to understand the principles, structures and essentials of skill movements, teachers can also pass practical instructions and correct methods and demonstrations. It is beneficial for students to enhance their perceptual knowledge and obtain correct and clear movements and sound representations. Taking this as a reference enables students to avoid trial and error and avoid detours.

2. Cultivate students' good performance habits, so that the correct performance method is preconceived, and the formation of motor skills is more difficult, but it is not easy to forget once mastered. Wrong playing habits, like correct playing habits, cannot be easily changed once established. Habits only need kinesthetic feedback of their own actions, not based on the correct target, so they will make mistakes again and again, so it is more important to develop good habits than to form good skills.

3. Cultivate correct habits and break wrong habits through conscious control. Habits are formed by simple repetition of the unconscious, without a correct reference, and there is no way to distinguish right from wrong. Therefore, for the comprehension of the essence and the participation of thinking, the intentional action system is used to replace the original unintentional action system, so that the wrong habits can be broken, the habits can be carried out intentionally, and the correct habits can be established invisibly, which has its important role and significance.

3. Scientific training to improve the efficiency of skill training

Scientific training refers to relying on scientific methods to guide training. The scientific method is the successful experience of erhu playing senior educators and performers summed up in performance, and it is also the carefully designed, organized and systematic practice of teachers. According to psychological tests, the number of correct actions must be more than three times that of wrong actions in order to form a correct dynamic stereotype. The use of scientific training methods can enable students to correctly, quickly and comprehensively master the performance skills they have learned, avoid blind training and wrong repetition, thereby improving the efficiency of skill training.

To guide students in scientific training and improve the efficiency of skill training in teaching, it is necessary to reasonably arrange training time and methods. First, we must adhere to basic training, secondly, we must strengthen technical training, and finally, we must improve the performance of music and the integration of skills. Basic training should be carried out on a daily basis in various scales, long and short bow training, various fingering training, kneading training, string changing training, fast and slow switching training, etc. Skill training, for portamento, decorative tone training, bow jumping, bow strike, bow throwing, pad bow, wave bow and various bow sequence training, artificial overtone, plucking and special playing method training, this aspect should be targeted. , which can be carried out in stages and steps. The comprehensive training of music performance and skills is a combination of basic training and skill training, and is integrated with skills in the performance of music to achieve the purpose of expressing musical emotions.

To train scientifically and improve the efficiency of skill training, teachers should:

1. Find and solve the root causes of problems that hinder students from improving training efficiency, analyze them with a scientific attitude and scientific training methods, help students build self-confidence, and make students see the hope of solving problems.

2. To help students establish noble music ideals and the pursuit of achieving training goals and the courage to overcome difficulties, this is the driving force in the process of improving training efficiency and achieving training goals.

3. Enrich one's own musical knowledge and experience, be good at learning from and absorb the playing methods of sister instruments, improve their theoretical foundation and scientific research level, and use scientific methods to train and improve training efficiency. Good service.

4. Scientific training, the principles to be grasped to improve training efficiency:

Skill training is required to be closely related to the connotation of the work, and the inner feeling and the externalization skills are highly unified.

1, from the shallower to the deeper principle. Every time you train, you need to concentrate and overcome the low-level, qualityless repetition of pulling the tune from beginning to end. To assign paragraphs and sentences well, to check the difficulty of the problem, under the guidance of the teacher, after careful analysis, training from the shallower to the deeper, and striving for perfection, etc.

2. The principle of never being wrong. Understand the rules of the skill curve (four stages: a. Rapid progress in the initial stage b. The performance fluctuates c. "Plateau period" d. Rise and relative stability), and exaggerate the expression, rhythm, strength and other requirements at a slow speed, in order to achieve Quick and accurate training lays the foundation, while slow training must be accompanied by technical difficulties and intensive exercises. In training, it is necessary to be in a hurry and not to be impatient. It is a hard work to learn to slow down the training. Fast and slow are the unity of opposites. Slow training can mobilize all the enthusiasm of the body and mind, so that you can be prepared and relaxed. Don't stop and stammer. It is better to be slower than to be full of mistakes. Improving your performance is a gradual process.

3. The principle of natural relaxation. Natural relaxation is not weakness, but must conform to the scientific laws of performance, especially the sitting posture, bowing with the right hand, fingers with the left hand, changing the left hand quickly and slowly, changing the vibrato, etc., maintain coordination in training, and use the bow properly. Pressure and finger force to maintain the stability of skill training.

4. The principle of diversification. The monotonous mechanical repetitive training makes people easily tired. The training efficiency does not depend on the number of mechanical repetitions, but on how scientific training is done. It is possible to mobilize a variety of organs to participate in the training at the same time, so that the brain can be used, and the hand and the brain can be used together. It is necessary to combine reading (analysis), pulling (training), and singing (expression), so as to increase the interest in learning in the training.

Improving the efficiency of skill training is an important topic for erhu learners. Erhu performance skills are constantly developing. Many erhu works of art require us to perform, understand and express. The improvement of skill training efficiency is the material basis. For students, four years of university life is short-lived. Only by continuously improving their skill training efficiency can they learn more and better erhu art works and perform on the stage of erhu. , understand music, perform music, and become an excellent erhu performer.