A Study On The Teaching Of Minority Music In The Third Primary School Of Zhongguancun

China is a multi-ethnic country with the Han nationality and other 55 ethnic minorities. Every nationality has a unique charm because of its art civilization. Furthermore, peoples are being proud of their exclusive kinds of folk music including the music forms. It is the great pieces of folk music that consequently constitute the whole chapter of traditional Chinese music. Most of the music was created by working people through their daily labor practices. They are not only the crystallization of art civilization condensing the spirit of their nationality, but also the valuable patriotism education teaching materials for the young children.In recent years, a lot of reforms of the basic education were taken in our country, strongly advocated for quality education for the students. Speaking of basic education, the subject of music is a key that may improve the students’ aesthetic emotion and cultivate humanistic literacy, which is one of the most important subjects constituting quality education. But for a long time in the basic education in our country, music lessons were mostly following the western education system. The ignorance of the minority folk music education in primary and middle school students finally caused the lack of ethnic minority music in the fundamental music education. Student is the hope of a nation’s future, and school, as a place to impart knowledge civilization, has the responsibility to carry forward and inherit ethnic culture. Strengthening ethnic minority music education is to let students receive the influence of the ethnic minority music at early age, and make the students truly understand the traditional music of national minorities and the splendid national culture and civilization of their mother country.The study was based on the current teaching situation of the ethnic minority music education in Beijing primary and secondary school. A series of existing problems have been found through an investigational survey covering several districts in Beijing including Fengtai, Xicheng, Haidian, and Shijingshan as well as a study research in ethnic minority class in Zhongguancun Third Primary School of Beijing. After organizing and analyzing the data derived from the questionnaire, the author summarized the key problems in ethnic minority music education in fundamental music education, and further explored the reasons behind, and lastly put forward the corresponding opinions and suggestions.This article contains an introduction and main text with four chapters. The introduction mainly discusses the reason and significance of the selected topic of ethnic minority music education in the current music education including the academic literature review, the main research methods, and defining the related concepts in this article. The main text is divided into four chapters. The first chapter introduces the current status of ethnic minority music in basic education. A simple analysis of primary and secondary schools teaching situation was applied through an overview of minority music in basic music education since the 80’s to present.The second chapter is the emphasis of this article, mainly introduced the specific situation, implementing condition and facilities of opening the ethnic minority music class in the undertaking school-Zhongguancun Third Primary School of Beijing. In the third section of this chapter, the author thoroughly observed and recorded the daily music classroom learning situation, and conducted a study research through statistical data analysis of a questionnaire as well as conversation survey. Through all these investigations, the author summarizes the problems of ethnic minority music in the classroom teaching, and also describes the design of characteristics of ethnic minority music classroom lesson plan and classroom practice.The third chapter is a comparable analysis between ethnic minority music classroom teaching effect and traditional music classroom teaching effect referring the following aspects:music materials, teaching contents, and curriculum evaluation. From the practice of ethnic minority music classroom teaching, it can be seen that the ethnic minority music in basic music education has an important influence:to cultivate students’national emotions; to promote the national minority music inheritance; to strengthen the communication and fusion of Chinese national cultures. Finally, the analysis to the reasons of the lack of ethnic minority music in basic music education, and finally puts forward some implement suggestions.