Study On The Course Of The Ethnic Music School-based Activities In Gannan Tibetan Area

With the rapid development of social,economic,political,cultural and other fields in our country,some excellent traditional culture and ethnic culture have been gradually ignored by people.In addition,at present,the form of interclass exercise in school is relatively single and the content is insufficient,and the mechanization of students is obvious when doing interclass exercises.In this case,it is very necessary to improve the mechanization of recess exercises by enriching the form and content of interclass exercises.On the other hand,it is necessary to bring excellent ethnic music into the campus through the form of recess exercises,in addition to enriching students' extracurricular life.It is also of long-term significance for students to understand their own culture and inherit their own excellent ethnic music culture.In this paper,through the introduction,the research background and significance,research ideas and methods and literature are described.The first chapter defines and standardizes the related concepts of music school-based activity curriculum in ethnic areas,and describes the theoretical basis of the research.In the second chapter,through the analysis of the development of music school-based activity curriculum in Gannan Tibetan area,the conditions and advantages are obtained.The third chapter analyzes the research results.The fourth chapter combs the relevant strategies in the development of school-based activity curriculum.The fifth chapter mainly puts forward the research results and suggestions.After combing through a lot of literature,this article finds that the current research object is mainly the development of ethnic music school-based courses in ethnic minority areas,and there are few studies on music school-based activity courses in a certain region or a certain ethnic group.There are many ethnic groups in our country,the area is wide,and the residence is relatively scattered.It is particularly necessary to study a single region or a single ethnic group.The Gannan Tibetan area is an area where ethnic minorities gather.It is a densely concentrated area in Gansu Province.Xiahe County,where the Labrang Monastery is located,is known as the "little Tibet" of the Gannan Tibetan Autonomous Prefecture.It has a very rich cultural heritage.Its historical culture,philosophical culture and music culture interact with each other.Based on this,this research selects Gannan Tibetan area as the research object.Taking the characteristic inter-class exercises on the campus of Tibetan Middle School in Xiahe County as an example,the specific question of the research is: What is the current situation of the development of ethnic music school-based activities in Gannan Tibetan area? What are the factors influencing the development of ethnic music school-based activities in the Tibetan area of Gannan? What is the development value of ethnic music school-based activity courses? Through interviews with teachers and students,we have obtained relevant data.Through data analysis,we found that there are many factors that affect the development of ethnic music school-based activity courses in Tibetan areas.Through the understanding of the current situation of music education in Xiahe Tibetan areas,we found that there are possibilities in school-based activity curriculum development.Some problems exist in order to find relevant strategies in the development process.Education in ethnic minority areas is still a weak link.In order to better develop and recognize the characteristic inter-curricular exercises of Xiahe Zang zhong campus,it is aimed at the lack of attention by leaders,lack of funds and equipment,pressure for further studies,and lack of music courses in the development process.Insufficient resources and the number of teachers,this research puts forward relevant suggestions: improve the government and leaders' promotion of ethnic selfconfidence;strengthen the professional training of teachers;use a variety of methods to integrate resources;vigorously increase the investment in teachers in ethnic minority areas.