The Status And The Strategies On The Group Piano Curriculum Of The Primary School ——Private TLY Experimental Primary School In Jiading District In Shanghai As A Case

The main purpose of this study was to investigate the implementation status of the group piano curriculum at the private TLY Experimental Primary School in Jiading District,in Shanghai.The contents mainly included teachers' teaching status,student's learning status,the allocation of teaching facilities,and the attitude and suggestions of teachers,students and parents to the curriculum.According to the research results,the suggestions and the strategies to effectively promote the development of group piano curriculum in school were offered.Using quantitative research method,three music teachers and 410 students and their parents from private TLY experimental primary school were sampled as convenient subjects;four questionnaires of design teachers,students(middle and lower versions)and parents were selected as research tools,including basic data,status survey and attitude and suggestion of teaching equipment.Three experts were invited and conducted validity analysis of the questionnaire through prediction,and the recovery efficiency after the formal questionnaire was above 98.%.The survey data were analyzed using descriptive statistics,one-way ANOVA,and independent sample test to draw the following conclusions :Since the opening of the piano characteristic courses for 18 years,Jiading District Private TLY Experimental School has adhered to the popularization of the piano as the medium to cultivate students' musical literacy and aesthetic ability.The course was popular throughout the school,with one class per week,taught by three ful-time music teachers;the teaching type was group performance class;the textbook used was optional content.1.The teaching of middle and lower grades focuses on music appreciation,getting accustomed to sitting posture and reading music scores.The teaching difficulties were mastering the beat and reading the score,and the important difficulties of senior teaching were playing skills.Teachers were limited by their time and energy and lack effective guidance to students with learning difficulties.Students tend to find " little teachers with instrumental music learning experience" to solve their learning difficulties,and only about 50% could solve all the problems.2.The fifth grade was the highest and the third grade;there were great differences between senior classes(related to class discipline,instrumental music learning foundation,leaning ability and other factors).3.During the implementation of the piano characteristic course,middle and lower teachers often use explanation and senior teachers use intuitive demonstration methods,enrich teaching methods(such as visiting teaching,game method and discussion method)and optimize teaching design;teachers used various evaluation methods to stimulate learning interest,but first grade classroom evaluation,strengthening and innovative classroom evaluation;teachers faced poor classroom discipline,insufficient course time;and great differences in learning basis and ability,stratified teaching was recommended.4.Students had significant differences in their " attitudes towards piano courses " and " learning difficulties ".Lower boys preferred piano courses than girls,and girls had more learning difficulties;" students with instrumental experience and piano " prefer piano courses and significantly low learning difficulties;parents highly agreed and supported the school to offer piano courses,among which piano parents preferred the course,and lower parents paid significant attention to the course.5.The school was equipped with perfect infrastructure for the course,but due to the disrepair of piano teaching,student's practice time was compressed and it would affect their learning efficiency.It was suggested to repair and add a new piano room.