A Study On The Theory And Practice Of Music Aesthetic Education In Chinese Schools In The Early 20th Century

At the beginning of the 20 th century,the concept of music aesthetic education originated from the collision and integration of Chinese and western educational concepts.On the one hand,it was influenced by Kant,Schiller and other Western aestheticians,Dewey and other modern educationalists.It began to pay attention to the value of aesthetics and the independence of aesthetic education,and advocated the humanistic education mode centered on children.On the other hand,it innovatively inherits the social function of Chinese traditional music education,puts the aesthetic value first,and at the same time,it does not forget to emphasize that through aesthetic education,it can improve the personal personality cultivation,edify the personal quality spirit,and play an invisible role in improving the quality and spiritual outlook of the whole social personnel,so as to realize the integration and unity of "beauty" and "goodness".Combined with various examples in school singing courses after the school music,especially after the outbreak of the May 4th movement,it can be found that in the early 20 th century,the Chinese school music curriculum has initially balanced the proportion of aesthetic and education,established three music teaching objectives: aesthetic feeling,emotion and spirit,knowledge and skills,and initially formed a new type of people-oriented,beauty centered concept.The concept of music education has laid the foundation for the current philosophy and practice of music aesthetic education in many aspects.Its inclusive characteristics and humanistic concept have also provided the possibility for the 21 st century music aesthetic education to absorb and draw lessons from multiple music education philosophy,so as to enrich its own connotation.