A Sino-American Comparative Study On Curriculum Provision Of Pre-service Music Teacher Education Programs In The 21st Century

In this thesis the music teacher education reformation process of America and China since 1980s has been investigated. The curriculum provisions of music education of the Music School of Michigan State University, the Eastman School of Music Rochester University, the Arts and Communication College of Beijing Normal University and the Music School of South-China Normal University are selected as samples for the study. Then the differences of credits, curriculum structure and curriculum contents are analyzed. Based on curriculum theory, psychology and pedagogy, it aims to research the curriculum provisions of music education. By applying comparative study,it attempts to unveil the differences and obtain advanced ideas for the educational reform being conducted in this country.By drawing method from advanced experiences and combining with the status and foundations in the present, the results of the study would offer international reference for the process of Chinese music teacher education. Based on the situation of China and its features, this study is to seek the best possible program of curriculum provision and to offer international reference for the innovation of Chinese teacher education in the twentieth-first century.