Exploration Of Professional Skills Of Publicly Funded Teacher Training Students In Music

Under the wave of basic education reform,the Compulsory Education Music Curriculum Standards(2011 Edition),the General High School Music Curriculum Standards(2017 Edition),and the Compulsory Education Arts Curriculum Standards(2022 Edition)have been promulgated,indicating the direction for the development of music in primary and secondary schools and providing a standard for the work of music education in primary and secondary schools.It is our wonderful vision to be able to achieve this standard.Therefore,teachers should be the first to take up the burden of realizing this vision.In 2007,the Ministry of Education and other departments promulgated the Implementation Measures for Free Education for Teacher Training Students in Teacher Training Universities directly under the Ministry of Education(for trial implementation)to start the pilot implementation of free education for teacher training students,encouraging and promoting free teacher training students(in 2018,the term "free teacher training" was renamed as "publicly funded teacher training")to work in primary and secondary school education after graduation.Then,the training of publicly-funded teacher trainees by universities becomes solid support and a strong driving force for the development of music education in primary and secondary schools.Translated with www.Deep L.com/Translator(free version)During my studies,I had learnt that there were some problems in the professional skills of publicly-funded teacher trainees in adapting to their work,and that professional skills are an important condition and support for a good music course.Firstly,the paper mainly adopts the literature research method to elaborate on the theoretical aspects: what professional skills primary and secondary school music teachers should master,and how the universities cultivate music publicly-funded teacher trainees in terms of professional skills.Subsequently,the article uses questionnaires,interviews and statistical analysis to explore the practical aspects of how well publicly funded music teacher trainees have mastered their professional skills,how well their professional skills are adapted to primary and secondary school education,and what problems exist in terms of professional skills,in the hope that the actual investigation can provide empirical reference for the cultivation of professional skills of publicly funded music teacher trainees in colleges and universities,identify aspects that need improvement,and put forward personal thoughts and Suggestions.The details are as follows.Translated with www.Deep L.com/Translator(free version)Introduction.It includes five parts: the reason for selecting the topic,the significance and purpose of the study,the current situation of the study,the research method,and the definition of relevant concepts.Among them,the reason for the selection of the topic clarifies why this paper takes the professional skills of publicly funded teacher training students as the main research content,and explains the reason why the research target is selected as the 2018 class of publicly funded teacher training students;the definition of related concepts also defines the core words such as "publicly funded teacher training" "professional skills" in this paper.The definition of concepts also explains the meaning and scope of core terms such as "publicly funded teacher training" and "professional skills" in this paper.The first chapter is about the requirements for teachers’ professional skills in primary and secondary school music education.It is to sort out students’ learning needs from the music curriculum standards of primary and secondary schools,and then sort out more specific learning contents from the content of music textbooks to further summarize the professional skills that primary and secondary school music teachers should master from the perspective of students’ learning.Chapter 2 provides an overview of the training objectives and professional skills curriculum for teacher-training students in the School of Music at Southwest University.By combing through the training program of the 2018 class of publicly funded teacher training students,the training objectives are briefly described,and the categories,class methods,and main contents of the professional skills courses are briefly elaborated.It is also analyzed against whether the professional skills courses taken by the class of 2018 publicly funded teacher candidates can correspond to the professional skills needs of elementary and secondary school music teachers as sorted out in the previous chapter.The third chapter is a study of the professional skills issues in the internship of publicly funded music teacher trainees.The author conducted questionnaires and interviews with the 2018 class of publicly funded teacher-training students from the School of Music of Southwest University and their supervising teachers from some internship schools,respectively,and the research process,data statistics,and overview of the research results will be presented in this chapter.Chapter 4 provides a summary,reflections and suggestions.The research results are summarized,and the main aspects of the public teacher students’ professional skills that deserve recognition and the main problems that deserve consideration are elaborated,the reasons for the problems are discussed,and then suggestions are made for the professional skills curriculum of publicly funded teacher trainees in music in colleges and universities.