Case Teaching And Classroom Teaching Skills Of Pre-service Music Teacher Training

Classroom-teaching, which is the main mode of basic music education, is not only the essential part of professional skills, but one of the fundamental qualifications for pre-job music teachers as well. Pre-vocational education of music teachers, which is responsible for the training of classroom-teaching skills, has been the cradle of talent for basic music education. Judging from the current situation, pre-vocational education is facing double stress of professionalization of teachers and the reform of basic music education. Therefore case-based teaching provides an effective way for solving the training of classroom-teaching skills of pre-job music teachers.In the study of this paper, the author adopts several methods including observation, literature searching and questionnaire, through which directly or indirectly to see about the actuality of classroom-teaching skills of the pre-job music teachers, to explore the deep-seated problem of case-based teaching and to rethink the problem of adopting the case-based teaching method rationally in the process of skills training with the help of new theory of music teaching and contemporary education. After the successively exploration, the method has been modified to play an effective role in guiding the further practice of case-based teaching in the training of classroom-teaching skills and further promoting the development of case-based teaching in the field of music teachers'pre-job education.The paper focuses on three themes of'What is case-based teaching?','What is classroom-teaching skills?'and'Why should we use case-based teaching and How to use it?'The paper has two chapters.The first chapter will concentrate on the basic theoretical problem of case-based teaching and classroom-teaching skills. Expatiate the case-based teaching from four fields of its origin, foundation, concept and practice and classroom-teaching skills from three fields of its features, structure and foundation. And finally conclude that there will be three main features of classroom-teaching skills including theoretically and circumstantially, externally and internally, silently and individually, which composed of its knowledgeable token system and its teaching system, whose foundation will undergo three stages including directional stage, disassemble and assemble stage and proficient stage. With this understanding, the author will deduce the connection of three parts: the basic theory and the training problem of the Pre-vocational education of music teachers, the case-based teaching, Pre-vocational education of music teachers and classroom-teaching skills.With the expatiation of the first chapter, the second chapter, which grounded on case-based teaching, will probe into the cultivation of classroom-teaching skills through the author's primary exploration. It will be expatiated in two parts–the guiding idea of implementation of case-based teaching and the practice, which means to promote the co-development of two essential qualifications of the pre-job music teachers, to enhance the communication and cooperation of the pre-job music teachers, and to strength the personality development of the pre-job music teachers.There will three main points, the definitely aim of teaching, the selection of case and the form of implementation of case-based teaching, to be considered in processing the case-based teaching. Finally three cases, which based on all above, have been listed...