The Teaching Research Of New Thinking Transformation For Primary School Music Teachers Based On The "New Curriculum Standard"

The new round of reform in the music basic course (new curriculum reform) has been on for many years. With the consistent deepening of the reform, continuous related subject training, music teachers have reached a broad consensus on the narrow limitation and irrationality of the traditional music teaching in the teaching philosophy, teacher-student relationship, instructing behavior, classroom management, presentation of subject characters and so on and they’re clearly aware of the importance of the reform. In 2011 the Ministry of Education issued a new music course standards for the compulsory education (simply, new curriculum reform) in which it provides more clear theories about music classes and guidance for teaching contents and requirements. Quite a few music teachers honed under the old music teaching model met a want-to-change but hard-to-do dilemma in the class teaching reform. Because their inherent thinking modes impairs their understanding of the new curriculum standards and transformation of their teaching conducts.So it’s a practical demand for music teachers to conduct the curriculum reform through breaking through the shackles of the traditional teaching thinking modes. The reform of teaching practices guided by reflection of teaching thought becomes one of the new fields for music teaching research.The research is based on the teaching practice study of primary school music course under the new curriculum standards in J District, S City, analyses the music teachers’inherent thinking modes and problems, provides the orientation and suggestions for the thinking modes transformation in the hope to reach a real shift in their teaching behavior, improve the effectiveness of music class reform and trigger more profound thought on construction and optimization of music teachers’ subject thinking as well.The research consists of four chapters. Chapter I shows a series of basic questions in the research involving the raise of the research question, research goal and significance, related articles, research designs and so on. In Chapter II, through the analysis of the concepts and related ones about the thinking modes of teaching, it explains its connotation and importance and also through the discussion of the particularity of the music curriculum, it reveals the features and significance of the thinking modes in music teaching. Chapter III is based on the questionnaires about teaching thoughts, interviews, class observations of the elementary and high school music teachers in the study area so as to sort out its status quo and problems and analyze the causes. Chapter IV discusses about the orientation and countermeasures for the transformation of music teachers’ teaching thinking modes under the new curriculum standards.