Interpretation Of Piano Courses In China’s Higher Normal Schools Under The Educational View Of Reflective Teachers

The specializationof teachers is not only the core issue in teacher education, but also the starting point and ultimate aim of the teacher-education reform.The "practice-reflection" orientation is the best wayto realize the specializationof teachers. At present, reflective teacher education has become the international trend inthe development of teachereducation, and also the need and direction of China’s teacher-education reform. Therefore, it is theoretically and practically significant to develop teachersintoreflective ones, which is the core and key of teacher specialization.This paperanalyzes the value orientation in the teaching of piano coursesin higher normal schools from the perspectives of the features of and outlook onreflective teachers, and based on the theoresaboutreflective teacher education and on the present status ofpiano courses in China’s higher normal schools, puts forward some constructive suggestions.This paper consists of the introduction and the main body which includes five chapters.The introduction part mainly introducesthe significance of this subject and the present status of relevant researches as well as the idea and research methodin this paper.In addition, the core concepts involved in this paper are explained and illustrated herein.The main body is composed of five chapters:In the first chapter, analysis and discussion are made from multiple angles, such as concept on knowledge and education reform, outlook on teachers and transformation of the teacher-education mode, breakthroughs and development in the movement of teacher specialization and in the research of teachers’behaviors as well as the education ideas, role and teaching content of teachers. And also a preliminary discussion is carried out on the improvement of teaching practices when combined with reflective teacher education.The second chapter is the prospect of the training mode for reflective teachers in the field of piano education. Based on the theory ofreflective teacher education, a profound analysis is conducted from four angles including the training of reflective talent, reflective research on the basis of the characteristics of piano teachers, practices of reflective teaching with an emphasis on the quality of internships, establishment of the evaluation system on the principle of reflective teacher education.The third chapter makesinterpretation and summarization of piano coursesin higher normal schools from the perspective of the theory onreflective teacher education. Focusing on the analysis of the conflictbetween and fusionof the theory and technology in piano courses, this part also conducts reflective research on the whole process of piano course teaching, and makes preliminary application of the reflective teacher education theory in the design of piano courses in higher normal schools.The fourth chapter is a philosophical thinking of reflective teacher education’s applicationin piano coursesin higher normal schools. The way that piano teachers understand "reflective" andthe way to apply this theory in order to favor teachers’self-growth and improvement are considered.The fifth chapter summarizes the new experiencederived from the reform and development of teacher education in China.The author believes that theoretical study alone cannot fully show the achievementsof reflective teacher education in inheritance and innovation in piano courses of higher nonnal schools.It is hoped that its outstanding contributions to piano course teachingin higher normal schools can been recognized from the perspective ofhistorical dialectics.