A Study Of The Music Education Practice Model In Normal Universities Under The View Of Teacher’s Professionalization

With the rapid development of increasingly fierce international competition and economic and social development, social division of labor more sophisticated,"professional" development of all walks of life has become an inevitable trend. With the increasing level of education, the teacher not only as an "occupation", but in the "professional" development. Teachers "specialization", is the growth process of teacher through the lifelong learning, get the professional knowledge and teaching skills, implement professional development, occupy moral internalization, improve education level, accumulate teaching experience, grow as professional educators in the career, make its grow from ordinary "people" as the process of educators. Because of the particularity of the industry,"professional" is the inevitable trend of the development of teacher education. Under this situation, college educations faces new challenges in teachers "professional", and require normal college cultivate the students with theoretical foundation and practical ability.Music education is an important part of normal college education, as an important means of cultivating high-quality talents, not only requires teachers to have a certain level of theory and technique, but also requires practice and the ability of solve problems independently. However, the music education of Normal Education of China there is a common problemfocusing on theoretical knowledge learning, ignoring the cultivation of practice ability; focusing on professional skills training, lacking of the educational practice ability; self system, from a long-term needs of the education causes the separation of student to the theory of knowledge skill and practice need. Students often feel that the knowledge learned in school can’t be used in practice, and need to go through a tough, long period of exploration to adapt to the new job. Educational practice is a very important part of teaching practice, is an important means to improve the comprehensive quality of students, is the necessary way to realize their role transition, is the decisive factor for the above problem solving.So, how to build a Music Education science teachers in the practice mode "professional" perspective is particularly important, and this is the reason of this study.This paper includes three parts:introduction, text, and conclusion. The introduction contains the origin of problem, the definition of core concepts, research value, research review, research methods. The text is divided into three chapters, The first chapter:expound the meaning and function of Music Education Practice; The second chapter:elaborate and analyze the present and problem of music education practice in our country. Starting from the administrative department and the intern, have questionnaire investigation and case interview of management personnel, teachers and students. Detailed record the purpose of the investigation, survey, survey method and content, analysis of survey data, summed up the problems in the practice stage of music education. The third chapter:study of music teaching practice. Firstly, this chapter describes the theoretical basis of Music Education Practice Model. Secondly, elaborate Music Education Practice mode features. Thirdly, discuss and research the specific implementation of the whole practice mode.This paper concludes that:the "professional" has become an inevitable trend today, because of the education practice time prolonged, the changes in the concept of teacher training, educational practice, the interactive of three party features, the music education practice mode become more scientific way of practice mode, the specific implementation of this model requires teacher take specialized lifelong education as the goal, form a complete, throughout practice course system, a diversification evaluation mechanism to complete the change of scientific models to reflect patterns change,, establish two-way teachers and school-based training model, adjusting practice schedules, and strengthen the basis of the general teaching skills training, and establish a stable educational practice base.