A Study On The Curriculum Standard Of Compulsory Education In Sweden In The 21st Century And Its Enlightenment To China

The curriculum in compulsory music education has long been the most central and focus for concernsboth in music education field and quality education system in primary and middle schools. Fromlearning perspectives, students can acknowledge the aesthetic experience, and improve their ability ofinnovation by taking art courses, such as music course, as it is one of the most crucial parts in qualityeducation. Currently, the latest round education reform is full swing forward in China; meanwhile, the2011edition of the compulsory music education curriculum just went to effect. Although we already cansee the progressive variations and get positive experience from the reformation, still, we should clearlyrecognize that there also exist difficulties and shortcomings in the reform. As the country withnoticeable economy and good education reputation, Sweden has always been to the leader ofeducational reformation in the world. Moreover, Sweden also has long history of its music educationwith both progressive results and successful history. In this study, the research methods conductedinclude speculative research method, comparative study method, and observational research method.With these research methods in the study, the author tries to analyze and connect the current musiceducation situations in China with Sweden. The analysis examines the differences and improvements bycomparing two editions compulsory music education curricula, which effected in2000and2011respectively in Sweden and how can we get inspiration from the Swedish music education reformation.The study consists three parts:As introduction is the first, which clarifies the reasons and meaning, and also the existing relativeresearch and research methods in the study.The second part includes five chapters, in which the first chapter illustrates the history of Swedishcompulsory music education and its development. The second chapter of the study primarily analyze thetwo editions of Swedish music education curriculum effected in21st century, by answering what are thecontents and characters in the two editions respectively. The third chapter of the study analyzes thedifferences and developments by comparing the two Swedish music course curricula. The Forth chapteranalyzes the differences between Swedish and Chinese music curricula revolution in the21st century.The fifth chapter of the study analyzes the inspiration Chinese music education can get from Swedishmusic curriculum and the problems exist in Swedish music curriculum reformation.Finally, conclusion builds up the third part of the study, as it conclude the findings of the study.