A Comparative Study Of Music Teacher Education Between China And The United States In The Perspective Of Culture

This dissertation is intended to make a comparative study and cultural analysis of music teacher education between China and the United States from four perspectives:training aim, curriculum content, curriculum implementation and curriculum evaluation.Chapter One is to compare the training aim of Chinese and American music teacher educationfrom the historical and realistic point of view. From the developing process of history, China’s music teacher training aim emphasizes the social value, especially the political value orientation, which holds sway for a long time, while music teacher education in the United States attaches great importance to human value, emphasizing individual development, which was considered as the ultimate goal. In view of present situation, the difference of music teacher training aim in both countries could be summarized as "vertical" and "horizontal","modeling" and "cultivating","social-oriented" and "individual-oriented". These tremendousdifferences originate in different culture. Chinese traditional culture values human relations and the collective. Chinese traditional music education holds that the function of music lies in moral education. Chinese traditional education aim is to make a man be a sage or a man of honor. However, American culture values individualism and pragmatism. American music education concerns individual development.Chapter Two is to compare and analyze the historical and present situation of curriculum content of music teacher education in China and the United States. The selection of curriculum content for music teacher education in the two countries shows simple and multiple differences. The organization of curriculum content shows unitary and diverse differences. These differences stem from different culture. Chinese traditional culture emphasizes rites and filial piety and tells people should obey the mandate of heaven. It also values a holistic way of thinking. And modern and contemporary Chinese culture was deeply influenced by the "total Westernization" tendency. However, American culture is always diverse and inclusive. Chapter Three is to compare and analyze some factors in the curriculum implementation in music teacher education in China and the United States, such as the relationship between teachers and students, textbooks, teaching methods, etc. The differences are as follows:The teacher-student relationship is principal and subordinate in China, but it is equal in U.S.; China tends to adopt a ’Bible-type’ outlook of textbooks while the U.S. tends to adopt a ’material-type’ outlook of textbooks; Curriculum implementation is considered as a giving-and-accepting process in China and as a transmitting process in U.S.. Accordingly, during the process of curriculum implementation, two different cultural development routes will come into being:one is that culture is inherited without any change, and the other is that new culture will be created. These differences may arise from the following different culture. Chinese culture stresses the absolute authority of the teachers while American culture stresses the spirit of democracy, freedom, and equality. Chinese culture belongs to post-figurative culture type while American culture belongs to pre-figurative culture type. Chinese teaching culture puts emphasis on teaching theory while American teaching culture emphasizes curriculum theory.Chapter Four is to compare and analyze the academic evaluation of students in music teacher education in China and the United States. The academic evaluation differs in the following aspects:evaluation subject(single or multiple), evaluation method (summative tests or formative assessment), value-orientation in evaluation (knowledge, skill, experience, or creation). In general, in China, more attention is paid to the result in student evaluation in music teacher education, while in America, more attention is paid to the procedure. These differences, on one hand, reflect the difference of Chinese ancient imperial examination system culture and American heuristiches gespraech examination culture, and on the other hand, reflect thedifference of Chinese stability-oriented mindset and American innovation-oriented mindset.In conclusion, there is a natural, intrinsic, and tight relationship between music teacher education and culture. Music teacher education is made under a certain cultural circumstances and meanwhile it inherits and creates culture. China and the United States are two typical representatives of eastern and western culture. The distinct cultural difference determines the significant differences in music teacher education, and the gap between the two countries is evident. In light of culturology, there are some problems in China’s music teacher education, such as the instrumentalization of music teacher education training aim and the separation between education content and traditional music culture. Therefore, on the basis of criticizing the traditional music teacher educationtheory, the concept of music teacher education theory should be reconstructed. Then it could clearly direct a cultural way for music teacher education. It should be rooted in native music culture and meanwhile advocate diverse music culture. It should get rid of the idea of instrumentalization and move toward the cultural logic of music teacher education.