CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
1. Curriculum Development
2. The concept of school-based curriculum
3. Chinese Primary and Secondary School Music Curriculum Standard 4. Local music culture in Pingxiang
5. The musical performance
6. Local music culture and inheritance 7. Discussion
-Teaching Music Issues in Chinese -Teaching Music Issues around the world 8. Related research
-Domestic -International
19 1. Curriculum Development
1.1 Definition of the Curriculum
Curriculum is a concrete manifestation of the school's blueprint for cultivating talents, the basic support for teachers to engage in educational activities, and the main source for students to gain knowledge. Curriculum is the main basis and standard for evaluating teaching quality.
A reasonable curriculum setting plays a decisive role in the overall development of students. The term "curriculum" began in China during the Tang and Song dynasties. Curriculum including contents of two aspects, this first aspects refers to schoolwork, that’s also known as what we now call education and teaching content. The second aspect refers to the meaning of a degree, a procedure, and a process. In Western countries, the term "curriculum" comes from Latin (cursumrace curriculum), and its interpretation is: "horse racing track". Therefore, the curriculum is designed for different students to design different learning tracks, thus forming a tradition Curriculum system. In the mid-nineteenth century, Herbert Spencer called the systematic organization of teaching content "curriculum" in the book "On Education" (1861). Japanese scholars translated the English words and phrases of the curriculum into "education curriculum".
Taylor believes: "The study of the curriculum is mainly about what goals the school needs to achieve, what educational experience is provided for students, how the school effectively organizes these educational experiences, and how the school determines the realization of the goals."
Taylor believes: "The content of the curriculum is the learning experience, and the basic method of education is to provide learning experience, not to show students various things." This view emphasizes that students are participants in learning and students are the main body of learning activities. The quality lies in the student's own learning, not the curriculum. He also emphasized: "The interaction between students and the external environment." Currently, the curriculum in theory field is classified into various branches, as below : material-based curriculum and conditional curriculum, on-campus curriculum and off-campus curriculum, material and non- material curriculum, natural curriculum and Social curriculum, text curriculum and activity curriculum (sunlight sports, large-scale events, interest group meetings, independent activities organized by student groups such as the Central Committee of the Communist Youth League), non- life curriculum and life curriculum, national curriculum, local curriculum, school curriculum, all have Resources, environment, school cultural construction, family and school, and social integration that are conducive to student development are all hidden curriculum.
20 1.2 Curriculum administration
In the document named as "National Medium and Long-term Education Reform and Development Plan Outline (2010-2020)" (2010), it is proposed: "Provide suitable education for every student." As China has a vast territory, and there are obvious differences between regions, the implementation of the national curriculum is difficult to meet and satisfy the education requirements of different regions. In order to meet the specific demands of difference regions, it requires schools in each region to reasonably develop special curriculum suitable for the local culture according to the characteristics of the regional culture and the actual situation of the students. In 2001, China began to implement the goal of reforming the basic education curriculum.
The goal established that localities, schools, and teachers should actively and creatively provide students with "appropriate education" directions, and actively explore "characteristic" curriculum.
In the new round of curriculum reform, "knowledge and skills", "processes and methods", and
"emotional attitudes and values" are integrated into a whole, which together constitute the overall goal of "Music Curriculum Standards" (2011). Teachers need to take good use of curriculum resources, actively develop and use various teaching resources, and create various types of curriculum materials that’ s suitable for students to learn for students. They must pay attention to the individual differences of students and fully meet the individual development of students. The
"National Curriculum" mainly focuses on the common needs of all domestic students. It is a curriculum developed specifically for the common qualities that the future citizens need to achieve after receiving basic education. Regions, schools, and students are the main objects to be considered during the process of development of school-based curriculum. According to individual differences of students, the school invites curriculum and teaching experts, teachers, parents and students to jointly participate in the development of the curriculum. In the process of school-based curriculum development, teachers are not only the implementers of the curriculum, but also the researchers and developers of the curriculum. Teachers need to raise various issues that might encountered in the curriculum of implementation of the curriculum at any time, and improve the design and development of the curriculum. "OECD" (1961) first proposed an indicator framework for
"aesthetic education quality". It advocated converting "aesthetic education quality" into observable manifestations, and required multiple evaluation methods for evaluation.
1.3 China's curriculum
21 In China’s curriculum practice, the majority of regions have used uniform curriculum standards, outline, and curriculum materials for a long time. In terms of curriculum settings, cultural science basic curriculum have too much weight. The curriculum content emphasizes the training of basic knowledge and basic skills. Some schools of teachers also take up time in music lessons to teach other subjects, which not only ignores the development of students’ "mental" and "aesthetic", but also hinders teacher-student interaction and student-student interaction in a specific teaching environment. With the development of the times and gets, the society has a wide range of demands for talents, and the trend of focusing on basic curriculum is increasingly difficult to adapt to the needs of society. The direction of education in our country is dedicated to the development of comprehensive quality education for students. With the process of curriculum reform, the direction of education and teaching has been changed step by step. Therefore, it also presents a situation where basic curriculum and other curriculum are equally emphasized. This situation is aimed at improving students. Interest in learning and inquiry ability.
1.4 Evaluation of Chinese curriculum
China's basic education curriculum has undergone 8 reforms, and the research process of curriculum development is roughly divided into two stages. The first stage was about 1978-1998.
It was mainly characterized by the translation and introduction of foreign theories and the speculation of basic issues. This stage provided theoretical guidance for the practice of curriculum reform in my country. The second stage is from 1999 to the present. This stage mainly revolves around the development of "school-based curriculum". This stage focuses on how to understand the problem of "school-based curriculum development", the concept and value orientation of school-based curriculum development, the influencing factors of school-based curriculum development, the conditions and support systems for school-based curriculum development, and other issues. The research on these issues is with great influence in promoting the development of school-based curriculum in our country. At present the development and research of Chinese curriculum. Currently, the development and research of new curriculum in China requires us to make full use of advantages brought by the new curriculum administration, including the opportunities to participate in curriculum practice and the exploration space of reform, it also requires the teachers to actively respond to urgent problems raised by local regional cultural practices. Regarding solving questions risen in specific contexts of curriculum development as the
22 start of teaching work, explore the development of school-based curriculum from the perspective of sociology and regional cultural information.