高中生对学习流行音乐有着浓厚的兴趣。在笔者的调查中发现，高中生对学习课堂中流行音乐的兴趣更高，但对古典与传统音乐的兴趣不高。他们表示不太理解古典、传统的音乐知识和背后的文化。

我国当前的基础教育以立德树人为根本任务，大力提倡学生核心素养的培育。因此，如何培育高中生的素养是教育者当前应重视的问题。一方面，教育对人的培养不能再局限于知识技能的灌输，而应是面向人的生存与长期发展的角度去培育；另一方面，当前社会的快速发展，学生更需要具有一种将知识综合化、情景化的品格和能力，以根植于生活，着眼于未来。

笔者从流行音乐角度出发，探讨流行音乐对高中生的影响。研究基于文化认同理论分析高中生喜爱流行音乐的根本原因，即流行音乐多元音乐风格与高中生多元开放心理的同构;流行音乐快新异奇传播方式与高中生快速蜕变的身心变化同构;流行音乐观演创同步体验与高中生群体认同需求的同构。就此提出运用流行音乐影响高中生素养的可能性和必要性。

基于上述文化认同分析，以《中国学生发展核心素养》为框架，运用原型理论构建了流行音乐课堂教学对高中生素养影响模式。即以流行音乐为影响手段，分析提炼流行音乐艺术语言、文化语境、综合传播艺术等影响介质，迁移到古典与传统音乐学习，进而促进高中生文化基础、自主发展、社会参与素养的成长。

本研究采用比较研究法，调查问卷法，课堂观察法，将流行音乐与教材中的曲目有机结合进行教学，对北京市某中学一年级四个班级的学生展开教学实验。实验结论证明，流行音乐课堂教学对高中生素养影响模式的有效性。即通过课堂流行音乐的教学，有效提高了学生文化基础方面人文底蕴素养中人文积淀、审美情趣，帮助他们习得音乐技能与人文知识；有效提高了自主发展方面健康生活素养中的健全人格，帮助他们提升音乐表现力与自信心；有效提高了学生社会参与方面责任担当素养中的国家认同、国际理解和社会责任，帮助他们加强本民族的文化自信与文化理解能力。

High school students have a strong interest in learning pop music. In the author's investigation, it is found that high school students are more interested in learning pop music in class, but less interested in classical and traditional music. They said they did not understand the classical and traditional music knowledge and the culture behind it.

At present, the basic education in China takes moral education as the fundamental task, and vigorously advocates the cultivation of students' core literacy. Therefore, how to cultivate the quality of high school students is the problem educators should pay attention to. On the one hand, education can no longer be limited to the inculcation of knowledge and skills, but should be oriented to the survival and long-term development of human beings; On the other hand, with the rapid development of the current society, students need to have a comprehensive and situational character and ability to root in life and focus on the future.

From the perspective of pop music, the author discusses the influence of pop music on high school students. Based on the theory of cultural identity, this paper analyzes the root cause of high school students' love of pop music, that is, the isomorphism between the diversified music styles of pop music and the diversified open psychology of high school students; The transmission mode of pop music is isomorphic with high school students' rapid changes in body and mind; The synchronous experience of pop music performance and creation is isomorphic with the needs of high school students' group identity. This paper puts forward the possibility and necessity of using pop music to influence the quality of high school students.

Based on the above analysis of cultural identity, taking the core literacy of Chinese students' development as the framework, this paper uses the prototype theory to construct the influence mode of pop music classroom teaching on senior high school students' literacy. That is to use pop music as a means of influence, analyze and refine the artistic language, cultural context, comprehensive communication art and other influencing factors of pop music, and transfer to classical and traditional music learning, so as to promote the growth of high school students' cultural foundation, independent development and social participation literacy.

In this study, comparative study method, questionnaire method and classroom observation method are used to organically combine pop music with the repertoire in teaching materials, and a teaching experiment is carried out on four classes of students in grade one of a middle school in Beijing. The experimental results show that the effectiveness of the influence model of pop music classroom teaching on high school students' literacy. That is to say, through the teaching of pop music in the classroom, the humanistic accumulation and aesthetic taste of students' cultural foundation are effectively improved, and the music skills and humanistic knowledge are acquired; It can effectively improve the sound personality in the healthy life quality of self-development, and help them improve their music expression and self-confidence; It can effectively improve the national identity, international understanding and social responsibility of students' social participation, and help them strengthen their national cultural confidence and cultural understanding ability.