Author：Yang Yun（楊赟）

South China Normal University華南師范大學(xué) 510006

Research on the Development and Problems of Chinese Music Education in Primary and Middle School

Author：Yang Yun（楊赟）

South China Normal University華南師范大學(xué) 510006

Chinese music education in primary and middle school has experienced a rapid development after the Reform and Opening-up Policy.This Article mainly discussed the development as well as existing Problems of Chinese music education in primary and middle school and then provides proper suggestions accordingly.

Music Education，Primary and Middle School，Development，Strategy

1.Development of Chinese Music Education in Primary and Middle School after Reform and Opening-up

（A）1979-1988：Adjustment and Recovery Period

With the adjustment of the national education，school music education has obtained fast restoration.Its importance in school education has also been recognized.In March 1986，the State Council issued the7th Five-Year Plan，which stressed that all types of schools at different levels should include music education as one of the principles of performing comprehensive education.Subsequently，music teaching syllabus was issued by the State Council，meanwhile，music teaching materials was published by the Ministry of Education（Duan Caixia，2011）.

（B）1989-2000：Rapid Development Period

During this period，music education theory was gradually established and supportive policies were also issued so as to boost the development of music education.To be specific，The overall Plan for National Art Education（1989-2000）has played an important role in orienting the music education.Also，music teaching materials and teaching skills became more and more improved and diversified.

（C）2001-Present：Period of New Development

In July 2001，Ministry of Education issuedThe Music Curriculum Standard in Full-time Compulsory Education，which re-elaborated the nature and value of music courses.Since then，music courses became compulsory.Besides，the standard specified music teaching materials into categories including students’ textbooks，teachers’ reference books，as well as matching music instruments.

2.Problems of Chinese Music Education in Primary and Middle School

First of all，music education in rural areas needs to be strengthened.Although Chinese music education has experienced a rapid development，rural music education lags greatly behind urban counterpart.This is mainly due to differences in accessing to competent teaching staffs and advanced teaching instruments（Huang Yayun，2014）.In rural areas，education fund mainly derives from the government and the limited education fund could not afford advanced instruments（Duan Caixia，2011）.

Secondly，more scientific studies would be needed in primary and middle school.This is influenced by the relatively poor research capability of teachers working in primary and middle school.Although nowadays，research publication is one core qualification standard in the teacher evaluation system，the increase in the quantity of publications still could not represent the improvement on quality of these studies.（Duan Caixia，2011）.

Thirdly，the national music education is still weak.The fact is that even though contents about national music education have been brought into music textbooks，the teaching effectiveness is far from satisfactory（Wang Huan，2008），and Li etc.elaborated that students’ motivation in learning national music was insufficient（Li Jingyu，2014）.

3.Strategies in developing music education in primary and middle school

Great achievements in Chinese music education are witnessed after the Reform and Opening-up Policy，which also contributed to the revitalization of Chinese national culture.However，Problems of music education are also obvious.To improve music education in primary and middle school，the following possible suggestions need to be highlighted.

Firstly，the government should increase investment on education funds and more support to rural education should be provided.To improve the present situation，on one hand，the government should offer more educational funds to equip schools in the rural areas with advanced musical instruments including piano，violin，cello，etc.On the other hand，social funding resources and donations by the social elites should also be welcomed.

Secondly，teaching innovation and scientific studies should be encouraged.As we all know that the basic and vital task of education is teaching，thus，teachers should possess solid professional knowledge on music and relevant teaching skills.Meanwhile，capacity in scientific research would also be needed.Teachers in primary and middle school should bear the leading role in scientific research on music education and try to explore more practical skills in music teaching.By doing so，teaching skills innovation and related scientific researches on music could achieve simultaneous developments.

Thirdly，national music education should be strengthened.To conduct national music education in primary and middle school，the promotion of national music could be consolidated.As for the students，the awareness and sense of mission on learning the national music should be summoned.As for teachers，the aim and value of national music education should always be remembered and subsequently，the students’ interests and curiosity on the national music would be better cultivated.

Reference：

DuanCaixia.Research on Chinese Music Education in Primary and Middle School after the Reform and Opening Policy[D].JiningCity：Qufu Normal University，2011

Huang Yayun.Reform and Development of Chinese Basic Music Education in New Period[J].Explorations in Music，2014.3：109-117 Li Jingyu.Chinese Music Education Research Under the Multicultural Perspective[D].Lanzhou City：LanzhouUniveristy，2014

Wang Huan.Research on Development and Problems of Chinese Music Education in Primary and Middle School[J].Journal of Adult Education of Hubei Province，2008，05：15-16

楊赟，女，廣東汕頭人，華南師范大學(xué)藝術(shù)碩士，現(xiàn)為中山大學(xué)合唱團(tuán)客座指導(dǎo)，中山大學(xué)藝術(shù)教育中心藝術(shù)指導(dǎo)，中國音樂家協(xié)會(huì)奧爾夫委員會(huì)會(huì)員