| Aesthetic education cannot be well implemented without the synergy among schools,society and families.In 2015,the General Office of the State Council issued the Opinions on Comprehensively Strengthening and Improving School Aesthetic Education,stating that a synergistic mechanism for school aesthetic education and social family aesthetic education should be constructed.Musical instrument learning is not only an important role in music education but also the main way for the implementation of aesthetic education.Through which,children can be fully developed in music practice.From the perception of music to the expression of music,children can gain achievements in knowledge and skills in the study of musical instruments as well as get promoted intellectually and non-intellectually in many aspects.Similarly,children’s musical instrument learning is inseparable from the help and participation of parents.Based on the field of social music education and family music education,this study explores the current situation of children’s musical instrument learning and the value of parental participation from the perspective of parental involvement,aiming to promote children’s musical instrument learning and individual development.This study takes parents’ participation as the entry point and discusses with the mixed research methods combining quantitative research and qualitative research.Focusing on children’s musical instrument learning,it clarifies the characteristics and values of parental involvement in it,analyzes the current situation of parental participation in it,explores the multiple factors affecting parental involvement,and provides feasible suggestions for parental participation strategies for it.The four parts of this study are as follows:(1)Theoretical research(ontology research): to explore the characteristics and connotation of children’s musical instrument learning and parent participation on the basis of collating and analyzing relevant literature and theory;(2)Quantitative research(actually Research): to grasp the status quo and differences of children’s musical instrument learning and parental involvement,and analyze the relationship among parental participation behavior,parenting style and children’s musical learning motivation,behavior,and achievement;(3)Qualitative research(impact research): to analyze the core factors affecting parental involvement through in-depth interviews on the three main subjects of instrumental learning;(4)Comprehensive discussion and analysis(research on oughtness): to explore the value of parents’ participation in children’s musical instrument learning combing the results of quantitative research and qualitative research,and give suggestions for the parental participation strategies in children’s musical instruments.In the ontology research section,through the combing and analysis of domestic and foreign musical instrument learning,parents’ participation in relevant literature,the theoretical basis is selected,the research framework is constructed,and the key variables of this research are clarified.From the two aspects of concept and characteristics,the motivation,behavior,achievement in children’s musical instrument learning as well as the behavior and methods parental participation are conceptualized and characterized.In the reality research,based on the theoretical study,a questionnaire was developed for the operational definition of key variables,and 487 children aged 7-12 who were engaged in instrumental learning were investigated.SPSS 23.0,AMOS 24.0 was used for data collation and analysis.On the basis of the reliability and validity of the testing tools,the motivation,behavior,achievement status of children’s musical instruments and the status quo of parental participation behavior and parenting style are analyzed.Differences between groups and individuals were compared by differential analysis.Finally,structural equations were used to analyze the influence of parental involvement on children’s musical instrument learning.In the impact study,through in-depth interviews with parents(18),teachers(5),and children(18)in the instrument learning,the factors that affect parental involvement by themselves,teachers’ motivation and children’s feedback were clarified.In the area of due diligence research,based on the comprehensive discussion of quantitative analysis and qualitative research,the value of parent participation in instrument learning is clarified,and strategic suggestions for promoting parental participation are proposed.The main conclusions through previous study are as follows:1.The children’s musical learning motivation,behavior,achievement and parental participation behavior,parenting style are chosen to be the core variables of this study based on theoretical analysis and literature combing,comprehensive domestic and foreign related theories.Through qualitative research and literature analysis,the conceptual definition and characterization of the core variables of parental participation in children’s musical instrument learning are formed.2.In the investigation and research,through the analysis of the results of descriptive statistics and single-sample test,a current situation of a high level of general motivation,proper practicing psychology and good cognitive achievement in children’s musical instrument learning is presented.The parental involvement behavior shows a positive situation,and the parenting style is mostly warm and emotional.The result of the difference analysis shows that there are significant differences in many aspects in children’s musical learning motivation,behavior and achievement.However,the onefold parental behavior and method of solidified participation strategies cannot meet the diverse needs of individual child development.Through the establishment of structural equation model and analyzing the influence of parental participation behavior and parenting style on children’s learning motivation and achievement,it is concluded that children’s musical instrument learning motivation is a mediator between parents’ participation behavior and methods and children’s musical instrument learning achievement.Parental participation behavior can promote Stimulating internal motivation and suppressing external motivation have a positive impact on children’s musical learning achievements.3.The main factors affecting the participation of children in the study of children’s musical instruments are the three main subjects of musical instrument learning,namely parents,teachers and children.In which,parents’ own factors are internal factors that affect parental involvement.Parents’ expectations of children’s musical instruments,their understanding of the value of musical instruments,their understanding of children’s psychological development,and their parents’ effectiveness all influence their parenting style and participation behavior.The promotion of teachers is an external factor that affects parental involvement.The guidance of parents’ attitudes and the promotion of behaviors are the external effects that affect parental participation.The feedback of children’s emotions,cognition and behavior has an interaction with parents’ participation,and vise versa.4.Construct a dynamic micro-system for children’s musical instrument learning to provide feasible suggestions for promoting children’s musical instrument learning and individual development.Parents,teachers,and children should coordinate and unify the concept of children’s musical instruments,take children’s development as the foundation,and use music as a way of learning.Dynamically adjust in the process of musical instrument learning,and actively respond to changing problems on the premise of equal communication.Maintain a stable and balanced operation of the system;achieve synergy effects on the results of instrumental learning,and play the interactive influence and role of parents,teachers,and children.The contribution of this study in the field of parental participation in children’s musical instrument learning lies in:(1)theoretically combing the key variables and conceptual characteristics of parents’ participation in children’s musical instrument learning;(2)analyzing the current situation and individual differences of children’s musical instrument learning as well as parental participation in China,and exploring the influence of parent participation on the motivation and achievement of children’s musical instruments;(3)analyzing the core factors affecting parental participation in three main subjects of musical instrument learning micro-system;(4)exploring the dynamic state of children’s musical learning dynamic micro-system,and giving practical advice to motivate parents to participate. |
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