A Study On Chinese Folk Music Teaching In Junior High School Based On The FMPCK Framework

As an excellent traditional culture in my country,Chinese folk music is an important part of school music teaching content.Carrying out folk music teaching in schools is of great significance to the cultivation of students’ cultural confidence.In recent years,the state’s emphasis on folk culture has been continuously strengthened,and the direction of promoting the excellent traditional Chinese culture in school education has become more and more clear.The junior high school stage is an important period for the formation of young people’s values and cultural awareness,and it is also a key stage for establishing the identity of the folk music culture.In 2014,the Ministry of Education promulgated the "Guidelines for Improving the Education of Excellent Chinese Traditional Culture",which clearly pointed out that "at the junior high school stage,focus on enhancing students’ understanding of Chinese excellent traditional culture,and focus on improving the recognition of Chinese excellent traditional culture".At present,the practical problems of folk music teaching in junior middle schools in my country are still prominent,and the most critical problem is the lack of "inefficiency" and "transformation" of teachers’ teaching.The academic community has been discussing the problem of teachers in the teaching of Chinese folk music for a long time,and related scholars have also pointed out the importance of teachers in teaching in their papers,but it is more reflected in the level of "appeal",lacking of specialized research focusing on teachers’ perspective.After long-term thinking and many practical investigations,the author found that the key to the effective implementation of folk music teaching in junior middle schools lies in teachers’ effective understanding of the content of Chinese folk music and the "transformation" of the teaching practice process.The FMPCK framework is an important knowledge base for teachers to understand folk music and implement teaching transformation.Starting with the construction of teachers’ FMPCK framework,it focuses on grasping the basic logic and practical path of teachers’ understanding and transformation in the teaching,providing new perspectives and evidence for teachers’ teaching improvement.This is also the main reason why this study is based on the FMPCK framework.The FMPCK framework refers to the subject teaching knowledge of Chinese folk music.According to the theoretical discussion and "operational" definition of the concept of folk music in this paper,it is mainly composed of folk songs,folk instrumental music,opera music in Junior high school.FMPCK framework is an organic combination of music teachers’ professional knowledge of Chinese folk music and pedagogical knowledge.It is the key knowledge basis for teachers to think about teaching and implement teaching.Its value lies in helping teachers to focus on the development of students when facing teaching of Chinese folk music,effectively present and interpret the teaching content of Chinese folk music,and finally realize students’ in-depth experience and understanding of Chinese folk music.Therefore,this study proposes the following research questions:(1)What kind of FMPCK should music teachers have in the teaching of folk music in junior high schools? What is its connotation and structure?(2)What should the folk music teaching be based on the FMPCK framework?What is its value and composition?(3)What is the real state of junior middle school folk music teaching based on the FMPCK framework? What are the key factors affecting teaching?(4)How to guide music teachers in better folk music teaching through the FMPCK framework?The innovation of this research lies in that,from the perspective of research,it has grasped the key subject of junior high school’s folk music teaching-teachers.Taking the FMPCK framework construction as the starting point,it is the first time to apply the FMPCK framework to our folk music teaching research,focusing on solving the problems related to junior high school music teachers’ understanding of folk music and teaching "transformation".In terms of research methods,it breaks through a single data analysis method,and conducts research with a mixed method combining quantitative and qualitative research as a paradigm.By "theme-based" construction of PCK at the subject level,the basic connotation and main composition of the FMPCK framework in junior middle school folk music teaching are revealed,the value and basic elements of junior high school folk music teaching based on the FMPCK framework are analyzed,and the current junior high school folk music teaching is analyzed.A large sample survey was conducted on the current situation of teaching,and the key factors affecting the teaching of folk music in junior high schools were explored.Finally,based on the FMPCK framework,feasible suggestions for improving the teaching of folk music in junior high schools were put forward.The research content can be summarized into three parts.The first part is theoretical research.Based on the analysis of literature,music curriculum standards,and junior high school music textbooks,the main components of PCK at home and abroad are sorted out,and the hierarchical and aesthetic characteristics of Chinese folk music culture are combined,to build a teacher’s teaching knowledge framework suitable for junior high school folk music teaching.Through Delphi expert consultation and verification by 23 experts in related fields,the FMPCK framework structure with 5 first-level indicators,12 second-level indicators and30 third-level observation points was finally formed.On this basis,the basic connotation of the FMPCK framework is revealed,and the value and basic composition of junior middle school folk music teaching based on the FMPCK framework are explained.The second part is the actual research.On the basis of the above theoretical research,the current situation of folk music teaching in junior high schools is investigated.A total of 5286 teacher questionnaires,28 teacher interview materials and 26 classroom observation materials are collected.On the basis of reliability and validity analysis,the representativeness and validity of the sample are revealed.By combining quantitative and qualitative analysis,it revealed the advantages,disadvantages and differences of the current junior middle school folk music teaching,and pointed out the three major factors that affect the folk music teaching.The third part is research on countermeasures.Combined with the interpretation of the current situation and the analysis of the factors that affect the teaching of folk music in junior high schools,specific strategies for improving teachers’ understanding and teaching transformation are put forward from three aspects: reshaping perception,strengthening the process of practice transformation,and creating a cultural environment.In the process of reshaping the concept and understanding,this study proposes to carry out three aspects of guidance.First,from educators to "inheritors",to reshape the role of teachers in the teaching of Chinese folk music;second,from cultural understanding to cultural awareness,to realize the construction of the cultural subject consciousness of Chinese folk music teaching;thirdly,from "Western" to "local",to realize the transformation of the teaching discourse system under the multicultural background.In terms of the practice transformation process,this study puts forward four specific suggestions,one is to solidify the premise of transformation-the "multiple" understanding of Chinese folk music;the second is to strengthen the foundation of transformation-the recognition of "student-centered";The third is to optimize the path of transformation-the teaching method of "mother tongue" and "bilingual";the fourth is to improve the guarantee of transformation-the multi-participation of expressive evaluation.In terms of cultural environment creation,this research proposes that it is necessary to construct a living environment,a comprehensive environment and a teaching research environment for folk music teaching.The living environment means that the daily guiding role of social media needs to be used to form a living atmosphere that actively promotes Chinese folk music culture.The comprehensive environment needs to integrate school,family and social resources to create a collaborative education environment of "big,medium and small classrooms";the teaching research environment is to strengthen the theme training and teaching research of Chinese folk music teaching,and form a discussion atmosphere for folk music teaching.Taking the FMPCK framework of music teacher as the theoretical perspective,this research focuses on exploring the key issue of "how to teach" Chinese folk music in the junior high school stage,which has a positive effect on improving the quality of teaching Chinese folk music and solving the practical problems faced by the current folk music teaching.