An Analysis On The Reformation Of The Curriculm For Vocal Music Education In Normal

Growing and developing with China's reform and opening up, Normal University's Vocal Music Education becomes the largest teaching system in China's Vocal Music Education. The objectives and value of education are reflected and implemented mainly through the curriculum. The curriculum setup of College Music Education determines the training structure of talents, and the training of teachers has a direct impact on the development of basic music education. Therefore, the status of university curricula, the knowledge structure of talents majored in music teaching, and the development of basic music education are mutually reinforcing and mutually affecting each other. Being a core part in teaching and learning of the school system, it is particularly important for curriculum to be overall, comprehensive, and scientific. Mainly for the purpose of training music teachers, for a long time the academic music teaching mode of curriculum has been in use because of the inaccurate position made by Normal University's music education. This kind of teaching mode takes artistic performances as the main goal of teaching. Therefore most of the colleges and universities focus only on developing the professional music performance of the individuals and take artistic performance as the main objective, which is not suitable for Vocal Music Education in Normal Universities. Educators believe that high professional training of Music should aim to foster and train a large number of qualified, excellent music teachers, who will mostly be engaged in various types of school music teaching and will be the future music teachers, rather than professional music players. Therefore, students majored in vocal music in Normal Universities is not only to learn how to sing, but mainly to learn how to teach others to sing. To achieve this goal, vocal music professionals should position correctly, and make curriculum be close to the students'knowledge base, and conduct more basic knowledge trainings, such as lecture ability, demonstration capabilities, teaching methods etc. in the mean time, music professionals should take the music performance ability education into account so that the students can not only be a qualified teacher but also a great singer.In order to better adapt to the demand for talents in music education in the 21st century, to further strengthen the construction of courses, and to improve the quality of music education, the Ministry of Education promulgated the "National Colleges and Universities Musicology (Teacher Education) mentoring programs for Undergraduate Professional Courses" (referred to as "course program") and "National Colleges and Universities Musicology (Teacher Education) Teaching Guidance Outline for Undergraduate Compulsory Courses ", (referred to as "syllabus"). The introduction of the two programs make the course objectives, course contents, teaching objectives, curriculum implementation and evaluation more complete and standardized. Therefore, this study plays a great role in promoting the healthy and rapid development of Vocal Music Education as well as in promoting our duties and the mission as vocal music education graduate students.This paper will make a comparative study on the subject of Normal University's Vocal Music Education Curriculum Reform mainly in four aspects. The first part is mainly about the history of Normal University's Vocal Music Education, started from the establishment of People's Republic of China in 1949 to the introduction, and about the comprehensive review and detailed overview of the development of Normal University's Vocal Music Education after the "course" was introduced. The second part is mainly about the status quo of vocal music curriculum reform. The introduction of the new "course program" and "syllabus," asks for new requirements of Normal University's Vocal Music Education Curriculum, which is discussed mainly in four aspects:course objectives, course contents, teaching objectives, curriculum implementation and evaluation. The third part is mainly about the comparison of Normal University's Vocal Music Education Curriculum before and after the reform, mainly in five aspects:training objectives, course contents, course teaching, performance appraisal, teaching and learning environment. By contrast, the advantage of reform and the direction of Normal University's Vocal Music Education Curriculum become clearer. The fourth part is about the rational thoughts on the shortage of vocal music curriculum, and with reference to views and opinions from vocal music experts, scholars and professors, personal proposals are put forward on the current problem of Normal University's Vocal Music Education Curriculum.