On The Integration Of "target Mode" And "process Mode" In Music Education In Primary And Middle Schools In China

Music curriculum arrangement plays an important role in the music teaching activities, aproper one can help to successfully combine the music theory and practice. Music curriculumarrangement is the premise and a major factor of a succussful music education which can fullyfulfil the function of aesthetics. A reasonable and scientific music curriculum arrangement is notonly critical to an efficient and effective music teaching, but also the need to improve the musicteachers' competence. The two most typical curriculum arrangement models are Taylor's objectmodel and Stenhouse's course model. This paper introduces the application and limitation of thetwo models in music curriculum arrangement at primary and secondary schools in China, as wellas the way of combination of the two models to be better adapted for the demand of primary andsecondary music education at present stage.Chapter one is an introduction to describes the cause and significance of the problem thestudy of research problems in this article.Chapter two is mainly about the application and limitation of object model in our primaryand secondary music education. First the theoretical and philosophical foundation of the objectmodel are discussed, then the influence of object model is elaborated from the perspectives ofestablishment of a teaching goal and teaching assessment, and last the limitation of the model isstudied from the two aspects which are behavioral tendency of teaching goal and one-sidednessof teaching evaluation.Chapter three is about the application and limitation of course model in our primary andsecondary music education. The author first introduces the origin of course model and the classcase of Coleman's creative music experiment which is most typical in course model, and thenanalyses two viewpoints which are “teachers are namely researchers” and “to attach importanceto inner evaluation cultivation”, with the purpose of unveiling the limitation of course modelfrom the aspects of teaching aim, teachers' quality and evaluation standards.In the last chapter, the author points out that object model and course model are notcontradictory and then states how to combine the two models from the respects of aim, course,teaching assessment and teachers' quality, so as to better cater for our primary and secondarymusic education.By analysis, studies and comparison of large quantities of documents and materials, theauthor concludes the defects of both object model and course model, with the purpose that bothtypes of models can offset and perfect each other and promote their combination, that the outervalue emphasized by object model and inner value by course model can have an effectivecombination in primary and secondary music education in order to further complete their musiccurriculum arrangement, and that the music theory and practice can be better integrated and the significance of primary and secondary music education be fully represented.