Study On Chinese Traditional Music Content In Primary School Music Textbooks

Under the background of globalization,China’s cultural security is also facing challenges.As an indispensable part of cultural exchange,Chinese traditional music has been widely concerned by music scholars.Music education in primary school plays an important role in students’ understanding and mastery of Chinese traditional culture.Combined with "Music Curriculum Standard for Compulsory Education(2011 Edition)",this paper selects the third edition of primary school music textbooks(People’s Education Press,the People’s music Publishing House and the Hunan Literature and Art Publishing House)with high utilization rate to study the traditional Chinese music content.The first chapter mainly discusses the value of Chinese traditional music in primary school music education,first of all,discusses the relationship between music and cultural identity,links with the current lack of students’ mother tongue education,the phenomenon of loss of subject cultural identity,and puts forward the necessity for teenagers to establish national cultural identity.Then it discusses the relationship between Chinese native music education and cultural identity,national identity and national identity.Finally,it expounds the significance of the implementation of the excellent national culture inheritance in the primary education stage.The second chapter is to make a specific study on the content of Chinese traditional music in each edition of primary school music textbook.The first part is to make a quantitative study on the Chinese traditional music content of each edition of primary school music textbook in the form of charts.The second part of the textbook involved in the traditional music varieties(folk songs,instrumental music,opera)respectively made a specific analysis.The third part summarizes the characteristics of Chinese traditional repertoire selected by the third edition primary school music textbook.In the third chapter on the basis of the previous study to do a comparative analysis,from the same and different two aspects respectively.The similarities are as follows: they all embody the values of the Chinese people’s garden,which is pluralistic and integrated;they embody the "world outlook of life" and the law of children’s cognitive science;they attach importance to the development of Chinese traditional music in the times;they all pay attention to regional characteristics and national style.The differences are: the differences in the number of traditional Chinese music repertoire,the differences in graphic and text arrangement and the specific differences in the selection of each music variety.The fourth chapter finally finds out the diversity and inclusivity of Chinese traditional music in primary school music textbooks,the less practice of Chinese traditional music,and the inconsistency of Chinese traditional music content selection.And put forward the following suggestions: enrich the variety of music,develop school-based curriculum;increase Chinese traditional music related practice;unify the standard of Chinese traditional music content setting.Forming a good atmosphere of learning and inheriting Chinese traditional music culture can not be separated from the influence of schools,teachers and social environment.