Narrative Research On The Curriculum Understanding Of Music Teachers

The emerging of curriculum reform drives educational researchers and teachers to re-examine curriculum practice.The discussion of aesthetic education draws more and more attention,and the issues related to the professional development of music teachers have gradually become the focus of aesthetic education research.Curriculum understanding is the key for music teachers to being devoted to the reform of music curriculum,participating in the construction of aesthetic education,creating the value of music classroom,and making self-realization.Most of existing literature of teachers’ curriculum understanding focuses on theoretical studies,which expound on what teachers’ curriculum understanding is and how it should be,but there are few studies on the actual form of teachers’ curriculum understanding,especially that with professional characteristics.In this context,this study presents the main problems of “how music teachers understand the curriculum and how music teachers’ understanding of the curriculum affects their curriculum practice”,with which the narrative research on the real work and life of music teachers is carried out.Starting from the research source,the preface explains the theoretical and practical values of music teachers’ curriculum understanding,summarizes the existing research status of related issues at home and abroad,and accordingly puts forward the research theme and significance of music teachers’ curriculum understanding.The first chapter is the research design,focusing on explaining the appropriateness of the narrative research method adopted,how to design the research process as well as the scopes of the interview and observation of the research objects,and how to select the research objects.The second chapter is the definition of the music teachers’ curriculum understanding and explains the boundary of the core concepts involved in this study.Due to the continuous advancement in aesthetic education since the 19 th National Congress of the Communist Party of China,especially the major deployment of national aesthetic education in 2020,it is added to explain the value of music teachers’ curriculum understanding amid the new era.The third chapter describes the practical experience of music teachers’ curriculum understanding,walks into teachers’ life through narrative research,and sorts out and condenses their stories and cognition,which is the transformation from “field text” to “research text”.In this chapter,three teachers are involved: teacher A that focuses on curriculum reform of music teachers,teacher B that is good at combining music curriculum and cultural activities at school,and teacher C with a deep understanding of art.The practical experience of different teachers in curriculum understanding can be learned from the story of three teachers,offering guidance to the study.The fourth chapter is the theoretical reflection based on the practical experience of music teachers: horizontally,music teachers’ curriculum understanding is the process of returning both outwards and inwards;vertically,it goes through six levels from explanation to self-evidence.This paper explains the influencing factors of music teachers’ curriculum understanding,and makes clear how music teachers’ curriculum understanding has changed under the influence of these factors from three aspects: theoretical knowledge,self-practice,and working environment.It shows that an excellent music teacher should have three characteristics: the ambition to work for music education,the creative curriculum wisdom from practice,and the inquiring consciousness to grasp the frontier issues of curriculum development.The fifth chapter is the expectation of the music teachers’ curriculum understanding,namely the description of how the music teachers’ curriculum understanding should be.It points out that the music teacher should be based on the original and return to the spirit of education.Facing the future,we should re-understand the frontiers and boundaries of curriculum reform.Through this study,it can be seen that curriculum understanding brings teachers something and takes away something at the same time.On the one hand,music teachers constantly enrich their cognition and ability in curriculum understanding.On the other hand,music teachers internalize the knowledge and ability in the heart,face the curriculum more purely,and know more about themselves in this process.Only in this way can music teachers have a steady stream of endogenous motivation and obtain the beauty and enrichment of life brought by music education.Music teachers reach a more complex,but gradually clear state of curriculum understanding.