Study Of Kodaly's Localized School-based Curriculum From The Perspective Of Key Competencies

Since the 18 th CPC National Congress,General Secretary Xi Jinping has pointed out that "Chinese traditional culture is our deepest soft power." At the national level,the importance of "Chinese traditional culture" has also been emphasized many times,and the education on traditional culture has been clearly stated in relevant documents.With the determination of the core literacy of Chinese students' development,China takes "all-roundly developed people" as its core,and has identified three aspects of core literacy,including the cultural foundation,six major literacy including cultural heritage,and national identity.Eighteen basic points.Music is an important part of culture.There are many types of traditional music culture in China,which contain rich spiritual connotations and should be used as valuable resources for the cultivation of students' musical quality.In 1995,the slogan of "constructing music education with Chinese music culture as the mother tongue" was proposed by the music education community in China,hoping to start music education from the national music culture and realize the music education model with Chinese national characteristics.,Has not been well implemented and implemented in China's music education.China began to study foreign teaching methods including Dalcroze,Orff,Kodaly,Kabalevsky around the 1980 s.Among them,Kodaly's music education system places great emphasis on the idea of "mother tongue music education" and emphasizes that "school music education in Hungary should be based on Hungarian folk music." After careful study and thinking,the author believes that this coincides with China's concept of "promoting traditional and excellent culture".In fact,the music education in most countries is established on the basis of national music culture,which also reflects the common idea of attaching importance to national traditional music culture worldwide.Through researching the literature,we find that the problems of "ethnic music" and "traditional music" are generally weak in the current basic music education in China.This phenomenon has caused the author to think,"Why are most children and adults still unfamiliar with the traditional culture of our country today when emphasis is placed on cultural self-confidence?" National music? "This situation is undoubtedly caused by multiple factors,and there are also different views and opinions in many studies.Compared with analyzing the reasons,the author is more concerned about how to solve and improve this situation.The author thinks deeply about the solution,and believes that based on the universal and holistic nature of the national curriculum,it is difficult to truly achieve "mother tongue music education" from the national curriculum in a short time,and the school-based curriculum is based on the national curriculum requirements.The development of school music and cultural resources in different regions is a flexible space left for schools and teachers to teach.Starting from the school-based curriculum,it is more feasible to carry out corresponding "mother tongue music education" in different regions,and then develop to "take Chinese music culture as a mother tongue".This research is mainly based on China's national conditions and current situation.Based on the scientific ideas and effective experience in Kodaly's teaching method,it is planned to select the folk song genre in traditional music culture,construct a school-based curriculum with Hubei folk songs as the content and conduct preliminary experiments to promote the realization The common goals of "building a mother tongue music education system" and "promoting Chinese traditional culture".