CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
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.
23 The "Basic Education Curriculum Reform Outline (Trial)" (2001) promulgated by the state states: "The implementation of national, local, and school curriculum management. The basic education curriculum reform is based on China’s curriculum planning based on educational goals.
The decision-making power of the curriculum standards and elective curriculum was handed over to localities and schools, and the corresponding "Local and School Curriculum Development Guide" (2003) was issued. The "Local and School Curriculum Development Guide" aims to establish a top-down and self the bottom-up management policy, which has changed the situation of "the school has the same curriculum, the teacher has the same teaching plan, and the students have the same book", has effectively promoted the development of school-based curriculum. The graded management of curriculum has also broken the previous national under the unified implementation of the curriculum, the Ministry of Education also allows localities and schools to formulate curriculum that meets the actual conditions of the local and the school. Therefore, the development of school-based curriculum is an important part of the curriculum system required for school operation, teaching and students.
The development of the school-based curriculum of "Pingxiang Local Opera" based on the philosophy of music education emphasizes "inheriting ethnic and folk opera culture", especially the
"local" local music culture. The form of music carrying and culture complement each other. It forms
"collective memory" and "cultural memory" in a particular ethnic or local opera culture. These two types of "memory" need to be passed on by people, because they are people's contributions to local operas. Cultural "sense of belonging" and "identity".
2.3 Cognition of school-based curriculum
The development of school-based music curriculum is based on humanistic psychology and its educational concept, it is essentially based on the students' music learning needs. Therefore, the development of school-based music curriculum is a "school-based" curriculum development from the formal point of view, but the real connotation points to "people-oriented". It takes students' full free development in the field of music learning as the highest goal. This is also advocated by humanistic psychology and its educational concept. Humanistic psychology and its educational outlook have three influences on the development of school-based music curriculum: 1) The goals of school-based music curriculum need to reflect the needs of students in the school for learning music. Humanistic curriculum affirm human emotions, the importance of emotions and feelings,
24 adhere to the curriculum from the standpoint of "for complete students", advocate that the curriculum should unify students' emotions and cognition, feelings and reason, emotion and behavior, emphasize the development of human potential, and promote human Self-realization is the goal, which requires respect for the learner's nature, interests and hobbies, needs and motivations. 2) The selection is organization of the content of music school-based curriculum, it should be based on "helping the individual students to achieve self-realization in music learning".
When selecting the content of the music school-based curriculum, it not only need to fully consider whether the selected curriculum materials can meet the needs of students for learning music, but also select appropriate content of the curriculum contributes to the improvement of students’ music aesthetic ability, so that students can acquire the self-realization of music learning in the music field, obtain a sustainable learning direction in the field of music. 3) Humanistic psychology believes that the curriculum is a "student's experience process", which enables students to improve students’ trouble shooting ability in their studies. Humanistic psychologists believe that the key to curriculum implementation lies in "teaching". It puts forward the teaching theory of "Nondirective Teaching", which is based on student-based teaching ideas and methods. Its basic principle emphasizes "allowing Student learning". The non-instructive teaching theory advocates that “the role of teachers is not to use a set of ready-made teaching methods and procedures to provide students with a large amount of factual knowledge, but to provide students with a good learning soil, sunshine and free development of curiosity and creativity. Air, namely: creating a "free learning atmosphere" for students' learning activities, creating a knowledge context for learners, allowing learners to maximize the connection between the content of the curriculum they have learned and personal experience in the teaching context, thereby Make the content of the curriculum part of the student experience.
2.4 School-based curriculum development process
The process of school-based curriculum development includes 4 parts: 1) Investigation and research. When designing a school-based curriculum, lots of research must be done first, mainly to clarify the school’s training objectives, evaluate the development needs of the school, evaluate the needs of the school and community development and analyze curriculum resources of schools and communities, etc. 2) Set up appropriate goals. The school's value positioning for the school-based curriculum is based on analysis and research needs evaluation, through the deliberation of the
25 school curriculum review committee, determine the overall goal of the school-based curriculum, and formulate the general structure of the school-based curriculum.
3) Organization and implementation. This needs a series of activities carried out by the school to achieve school-based curriculum goals. According to the overall goals and curriculum structure of the school-based curriculum, the "School-based Curriculum Development Guide" is formulated, and teachers are provided with related trainings, they are encouraged to actively declare curriculum.
With joint consideration of the overall goals of the school-based curriculum and teachers' curriculum development capabilities, the curriculum review committee reviews the curriculum declared by teachers. After deliberation, it is compiled into the "Student Elective Curriculum Catalog and Curriculum Introduction". Students can choose curriculum that match up with their own wishes and interests. Only when the number of elective curriculum reaches a certain number, the curriculum are allowed to start. On this basis, the school has formed a complete "School-based Curriculum Development Plan", and teachers will compile the materials needed for the curriculum after or during the curriculum of curriculum implementation. 4) Evaluation, in the process of developing school-based curriculum, a series of value judgment activities are required, including the evaluation of the "Curriculum Outline", the evaluation of students' academic performance, the evaluation of the teacher's curriculum implementation process, and the evaluation and improvement suggestions of the "School-based Curriculum Development Plan". The results of evaluation need to be announced to relevant personnel or society.
2.5 Evaluation of school-based curriculum
The development of school-based curriculum has been highly needed in the curriculum reforms of the past five years. However, problems such as personnel resources of teachers, has appeared in the implementation of school-based curriculum. Teachers are not only curriculum developers, but also curriculum implementers and evaluators. Improving the professional quality of teachers is an urgent problem to be solved. Schools must also select well-equipped teachers to undertake the teaching tasks of the curriculum, and at the same time hire famous experts to enter the classroom, inheritors to lead the class, etc. To further solve the teacher problem. In the implementation of school-based curriculum activities, it is necessary to closely integrate the school's club activities, online learning platform and other channels, so that students can play their subjective initiative online and offline, and further promote the effective implementation of school-
26 based curriculum. In the evaluation of school-based curriculum, we must pay attention to the internal evaluation of students and the multiple evaluations of teachers to students.
3. Chinese Primary and Secondary School Music Curriculum Standard 3.1 Definition of "Music Curriculum Standard
Ministry of Education of the People ’s Republic of China (2011) is the basic programmatic document of the national curriculum, and is the country's basic norms and quality requirements for basic education curriculum. "Music Curriculum Standards" (2001) is to implement comprehensive quality education, adhere to the concept of "moral education" and integrate the socialist core value system into the school curriculum. The revised "Music Curriculum Standards" (2011) combines the characteristics of the subject and the age characteristics of students, and further strengthens the implementation of "Moral Education". The reform and innovation of "Music Curriculum Standards" (2011) is based on summing up the experience of the past ten years of curriculum reform, and the draft is revised after extensive listening to the opinions of music teachers and experts. The nature of the main curriculum content and the basic concept of the curriculum are clearer, more comprehensive, more prominent music characteristics, more specific content standards, and clearer design ideas, it redefines the nature of music curriculum, namely: "humanity, aesthetics and practicality". "Music Curriculum Standards" (2011) is guided by adhering to the socialist core value system and plays an important role in cultivating students' good aesthetic taste, stimulating creativity and humanistic qualities.
3.2 Contents of "Music Curriculum Standards"
The basic idea of "Music Curriculum Standards" (2011): The compulsory education stage of music curriculum is for all students, so that each student's music potential can be developed and benefited from it. All the teaching activities of the music class are student orient, students' feelings of music and participation in music activities should be firstly considered. With music aesthetics as the core and hobbies as the driving force, it emphasizes the practice of music, encourages students to create music, highlights the characteristics of music, pays attention to the integration between disciplines, promotes national music, understands the diversity of music culture, and faces all students. The personality development of students should be attached with great importance. In specific music teaching activities, respect the individuality of students, encourage students to
27 actively participate in various music activities, express their thoughts and emotions in music in their own way, attach importance to students' general participation and develop the organic combination of students' different personalities, and use diversified teaching the model develops students' broader musical talents.
The design idea of "Music Curriculum Standards" (2011): Emphasizes the "aesthetic education" function of music curriculum, and divides the teaching fields by means of music activities. The content includes: singing (the lower grades of elementary school add "singing game"), appreciation, instrumental music and four basic knowledge of music. With the progress of education and teaching level and the development of disciplines, in order to highlight the aesthetic function of music curriculum, emphasize the humanistic attributes of music curriculum and the development of students' creative potential, "Music Curriculum Standards" (2011) changes the original teaching content of music curriculum Integrate into: "feeling and appreciation" and
"performance" two teaching areas, and expand the music culture knowledge and scattered music creation activities originally implicit in the teaching, divided into: "creation" and "music and related culture "field of. Different teaching fields promote and penetrate each other to form a complete curriculum system.
The goal of "Music Curriculum Standards" (2011) is to cultivate students' three- dimensional goals of "emotional attitudes and values", "processes and methods", and "knowledge and skills". Through the study of music curriculum and participation in music practice activities, students explore, discover, and appreciate the artistic charm of music, cultivate their (lasting) interest in music, cultivate aesthetic appreciation, harmony body and mind, cultivate sentiment and sound personality, learn and master the necessary basic music knowledge and basic skills, expand cultural horizons, develop music hearing and appreciation abilities, music performance and music creativity, and form basic music literacy. Enrich students' emotional experience, cultivate students' good aesthetic taste and positive and optimistic life attitude, and promote their physical and mental health. The following are the specific requirements of the three-dimensional goals in the "Music Curriculum Standards" (2011):
The following are the specific requirements of the three-dimensional goals in the "Music Curriculum Standards" (2011):
Table 1 "Music Curriculum Standards" Objectives