A Comparative Analysis Of The Main Teaching Materials Of Primary School Music Curriculum In Mainland China,Taiwan And Hong Kong In The 21st Century

At the end of 20th century,rapid development of global economy and technology results in a series of social changes,increasingly frequent exchanges and mutual prosperity between different cultures and nations.In order to cultivate talents with spacious cultural vision and fit for social development,education reform has been executed in many countries,which accounts for great change in music education.The Mainland,Taiwan and Hong Kong("Three Region")share same future despite of different background of history.Not only the aesthetic education of music is highlighted in primary and middle schools in the Mainland,multicultural music education is developed as well,and the music course integrates knowledge of foreign culture with native cultural elements;in Taiwan,Curriculum Reform Outline of Nine-year Schooling System has been approved,universal compilation and integration of textbooks has been executed,which transforms education and teaching of single subject into that of comprehensive course,and underlines the connection and integration between subject and society;in Hong Kong,Chinese culture and world culture have been reinforced in music education,which emphasizes the core concept of multi-culture,incorporates the application of music to daily life and science and technology.On the one hand,fundamental music education of Three Regions displays regional characteristics;on the other hand,it displays certain similarities.The paper consists of four chapters.Chapter I:Music Courses of Three Regions in Respective Historical Evolution.Evolution of music courses is introduced in association with respective historical evolution,and summary is made on development of music courses since 17th century from angles of modern music courses and contemporary modem music.Chapter ?:Analysis on 21st Music Textbooks of Primary Schools in Three Regions.Chapter ?:Talent Cultivation Goal Reflected in Textbooks of Three Regions.Comparative analysis is made on reform of culture driven by development of global economy in aspects of influence,embrace,inclusiveness to the recognition of its culture,which is used to foster and develop personal potential,build up comprehensive ability and knowledge,and improve personal qualification,so as to grasp and compare the reform process of multi-culture in music education in Three Regions and how to integrate them into their cultures.Chapter IV:Epilogue.The last chapter mainly expounds on and analyzes the differences and similarities in music education of Three Regions,as well as respective development trend of music education.