| With the reform and development of elementary education, especially the promotion of quality-oriented education, elementary music education has made remarkable achievements. But this is only a comparison with that of a few years ago, the situation that music education is a weak link in elementary education has not been fundamentally changed. So the allocation of music teachers in primary and secondary schools becomes the least question concerned. Due to the long-term influence of professional music education, the goal of the national education deviated, which causes the dissimilation phenomenon that art education is not artistic and general education is professionalized. The standard of the new music curriculum sets its own overall goal which has aesthetics as its focus to cultivate students' interests in music, improve the students' cultural levels in music and establish the aspiration of lifelong study, which challenges music teachers' teaching concept and quality. This study has a music teacher's teaching behavior of changing the phenomenon that students like music but don't like music lessons and cultivate students' interest in study in teaching practice as the clue, analyzes deep into the cause and process of his teaching style and characteristics and studies the growth of music teachers. The thesis tries to explore what kind of characteristics a music teacher should have to develop himself/herself professionally in the background of new curriculum. Facing the curriculum reform, what kind of external support does music teacher need to promote professional development?...
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