The United States is also one of the most developed countries in subject education research, and has published many works, but these works often use other names to replace the term "music subject pedagogy". For example, The Theoretical Basis of Music Education (1984), co-authored by the famous American music educators H F Ai Burley, G·R· Hoff and R·H· Cloutman, is a comprehensive textbook used by graduate students and undergraduates majoring in music education in American universities. This book deals with the basic theories of music education in history, philosophy, aesthetics, sociology, psychology, curriculum theory, measurement and evaluation. Most of these basic theories are taken from extensive and typical academic research results and from American music education practice, which reflects the basic outline of the application of modern educational research methods in the field of music education. Judging from the four indispensable elements of subject pedagogy, namely, goal theory, content theory, methodology and evaluation theory, this book also meets the requirements of this content.
Japan is one of the countries with rapid development of music pedagogy research. Mainly manifested in the increasingly systematic and complete theoretical construction of subject education, some monographs have come out one after another. For example, in Masao Hamano's Introduction to Music Education (Friends of the Music Society, 1967), the author tries to seek the principles of all aspects of music from a practical standpoint and systematically grasp its whole picture. Another example is Music Pedagogy written by Fujitsu Takeda (Friends of Music, 1974), in which the author tries to grasp music pedagogy systematically from the perspectives of philosophy, educational psychology, musicology and history, and Introduction to Music Pedagogy written by Yuji (Friends of Music, 1985). To commemorate the anniversary of 10 and the 20th anniversary of the establishment of Japan Popular Pedagogy Association, Japan Popular Pedagogy Association compiled and published Outlook of Music Pedagogy (Friends of Music, 1979) and Outlook II of Music Pedagogy (Friends of Music, 19 1), which comprehensively discussed the contents of music pedagogy.
The role of ISME in the research and development of world music education should be fully studied. In order to promote music education all over the world, the International Music Council of UNESCO established the International Society for Music Education on 1953. Meetings are held every two years from 1953, and expert seminars are held every two years from 1968, and expert seminars are held irregularly. The specific way is to organize international conferences and expert seminars to discuss global music education issues; Promote international contacts with music educators at all levels, cooperate with musicians, music performers, composers, folk music, young musicians, music librarians and other relevant international, regional and national organizations, and further study music education.
In China, the research on music education accompanied by the new academic system began at the end of 19. From 65438 to 0897, the Qing government established Nanyang Normal College, which was the first course of "teaching method". During the period of 1904, the Qing government clearly stipulated that normal students should study the Education Law and the Teaching Methods of Various Subjects. 1907 music courses were officially opened in primary and secondary schools, named "music songs" and "singing" courses. Before and after the May 4th Movement, the construction of teaching methods in various subjects in China has been developed. Mr. Cai Yuanpei's thoughts of "paying equal attention to five educations" and "saving the country through aesthetic education" have promoted and promoted the development of art education. 1922' s "Ren Xu school system" adopted Mr. Tao Xingzhi's idea of replacing "teaching method" with "teaching method". The change of this word shows that the research of subject education has paid attention to the bilateral relationship between "teaching" and "learning". Fan colleges and universities offered art education courses, including the course of "singing teaching method", only from the music curriculum outline for junior high school (1June 4, 923), the music curriculum standard for primary school (19321October) and the revision of the music curriculum standard for senior high school (.
1939, the then government agency, the Ministry of Education, issued the Essentials of Implementing Compulsory and Elective Subjects in Normal Universities, which officially named the course "Textbooks and Teaching Methods Research of Different Subjects", aiming at correcting the problem that teachers only pay attention to teaching methods research and neglect teaching materials research. 1946, the then government agency, the Ministry of Education, promulgated the Revision of the Constitution of Teachers' College, which further defined the teaching materials and teaching methods of different disciplines as professional training subjects and made clear provisions on the specific contents. During this period, some music educators in China combined with the introduction of foreign music teaching theories and methods, and successively wrote a number of music teaching methods, which made contributions to the discipline construction of music education in China.
After the founding of People's Republic of China (PRC), the Ministry of Education of the Central People's Government promulgated the "Provisional Regulations of Beijing Normal University" in August 1950, clearly stipulating that teaching materials and teaching methods in middle schools are public compulsory courses in schools. In addition, it is also stipulated that secondary normal schools must offer primary school textbooks and teaching methods courses. 1952 In July, the Teaching Plan of Teachers' College (Draft) issued by the Teacher Education Department of the Ministry of Education made clear provisions for offering this course. 1957 when the Ministry of Education revised the teaching plan, it renamed the "teaching method" course as "teaching material teaching method". Teaching content is defined as: understanding the experience and problems in the process of compiling textbooks for primary and secondary schools and conducting research. In the mid-1950s, he studied the music teaching methods in primary and secondary schools and kindergartens in the Soviet Union, and translated and published many books on music teaching methods. At that time, the research object of music education was mainly the method of singing teaching, emphasizing the leading role of teachers, taking imparting knowledge and skills as the main teaching task, and the stylized five-stage teaching model. From the perspective of theoretical research, the research on music education in this section focuses on the introduction of specific teaching experience or the dissemination of information, and its research field is too narrow.
After the Third Plenary Session of the Eleventh Central Committee of the Communist Party of China, music education in schools developed healthily and music education research flourished. The Academic Degrees Committee of the State Council designated "Textbooks and Teaching Methods" as two disciplines under the broad category of pedagogy, and determined the position of discipline education research. 1In June, 1979, the Ministry of Education issued a full-time music syllabus for primary and secondary schools.1In February, 9, it was decided to offer the course "Music Textbooks and Methods for Middle Schools" in normal colleges. At the end of 1986, Bin Liu, deputy director of the State Education Commission, pointed out: We should not only establish our own pedagogy, but also establish our own discipline pedagogy. The following year, the State Council Academic Degrees Committee renamed "Research on Teaching Materials and Methods" as "Subject Teaching Theory". 1986, the Art Education Committee of the State Education Commission was established, and then the National Master Plan for School Art Education (1986-2000) was formulated, which laid the foundation for the research of music education in China to step up to a new level. 1980, some books on music education in primary and secondary schools have been published one after another. In addition, the Music Education Committee of China Musicians' Association has held "National Seminar on the Reform of National Music Education" for many times, which has an increasing influence on promoting the deepening reform of music education and promoting the research of music education.
The establishment of national and local special issues on music education, such as Music Education in China and Music Education in Primary and Secondary Schools, and the opening of music education columns in national music academic journals have created a good environment for the in-depth study of music education. In short, the decades before the end of 1980s were the period of germination, accumulation, brewing and preparation of music pedagogy in China. The new development of pedagogy, psychology, musicology and music aesthetics in recent ten years has laid a theoretical foundation for the construction of music pedagogy. Since the reform and opening up, it has absorbed various foreign music education theories and music teaching methods, broadened our horizons, enlightened our thoughts, changed the concept of music education, and prepared the ideological foundation for the construction of music pedagogy; Pumbaa's vigorous research on the theory and practice of music education has cultivated and formed a research team of music education, among which a group of scholars who have been engaged in the research of music teaching materials and methods for a long time and have high theoretical level and literacy of music education have become the organizational basis of music education construction.
During this period, a large number of research documents on various issues of music education were published in China, especially those related to music education and teaching practice. However, it is urgent to break through the limitations of previous music textbooks and methods, broaden and deepen the scope of music education research, focus on exploring the influence and laws of music education activities on people's all-round development, and study music education theory from a macro perspective, so as to strengthen the research on the development of music education. The practice of music education calls for the development and sublimation of music education research to a higher level. Around 1986, some domestic scholars published articles to introduce the research status of music pedagogy abroad, as well as their ideas on the system and structure of music pedagogy. During the period of 1988, when the art education department of the State Education Commission organized the research on art education, the issue of conducting music pedagogy research was raised again. At the end of the same year, Cao Li was responsible for organizing and establishing a research group on music teaching methods in ordinary schools. From June, 5438 to August, 0989, this topic was included in the "Seventh Five-Year Plan" key project of educational science of the State Education Commission-the third stage research topic of the theory and practice of school art education in China. The main members of the research group are teachers from normal universities across seven provinces and cities, and they have organized five seminars successively, and written nearly 400,000 words of Music Pedagogy in Ordinary Schools (edited by Cao Li, edited by Miao and Liao Jiahua, published by Shanghai Education 1993, and 1995 won the second prize in humanities and social sciences of the State Education Commission). In order to organize music education research more effectively and systematically, the Music Pedagogy Society of China Music Association was established in February, 1990.
The establishment of China Music Pedagogy Society has achieved a great leap in the research of subject education in China. Since 10, the Music Pedagogy Society has cooperated with the China Music Pedagogy Society, giving full play to the role of coordination effect and becoming an indispensable force to promote the reform and development of music education in China. First of all, organize various academic activities of music education research. Adhere to the annual meeting system, hold special seminars and organize academic exchange activities. These activities closely focus on the development goals of our society, with more focused themes, more specialized research problems, more flexible research methods and practical research results, such as the comparative study of Chinese and foreign music education, the study of music curriculum construction and the study of national music education. The second is to gather academic research teams. The members of this community are mainly teachers majoring in music education in normal universities or other universities, and they have a lot of "common language" for academic research, which is quite distinctive in music education research. The members of the society have developed from only two associate professors when conducting research to professors and associate professors, and some of them are doctoral tutors or master tutors. Most of them have the ability to independently complete music education research projects, undertake provincial and municipal research projects, and cooperate with others to complete national research projects.
For example, the National Education Science "Eighth Five-Year Plan" key project "Theory and Practice of Aesthetic Education in Ordinary Schools", in which school music education is divided into three sub-topics, "Theory and Practice of Music Education in Contemporary Ordinary Schools in China", and the project leader is Yao Siyuan; "Theory and Practice of Music Education in Modern Ordinary Schools in China", project leader Wu Yongyi; "Research on Music Education in Foreign Schools", project leader Cao Li. Some members of the Music Pedagogy Society participated in the above three research topics respectively, and the research results were reflected in the form of series. The third is to strengthen the research on subject curriculum construction. At the annual meeting of 10, a special discussion was held around the theme of the construction and development of ethnic music pedagogy in the 2 1 century, summing up the past, looking forward to the future and planning the future. The teaching materials for junior college students, undergraduates and postgraduates-Music Teaching Method, Music Teaching Theory and Music Pedagogy have been published. The fourth is to expand foreign exchanges. Dacroz teaching method, Orff teaching method and Kodaly teaching method are adopted. American scholars are invited to give lectures in China to introduce the development of American children's music education.
In recent ten years, the research on music education in China has been unprecedentedly active and achieved fruitful results. In terms of breadth, the "National Excellent Papers Selection of Music Education" 1993 sponsored by the Art Committee of the State Education Commission has been held for three times, with a total of 4,604 articles, which has a very wide influence and shows a rapid upward trend. The third paper (2 177) is 2.45 times that of the first paper (887). Every year, more than 300 research papers on music education and teaching are published in various academic journals and conferences. This shows that the educational research of music discipline has a very broad mass base. In terms of depth, there are more than 10 monographs titled "Music Pedagogy" and "Music Education". There are also dozens of other works published as a discipline group of music pedagogy.
The development of music pedagogy is in the ascendant. There is a lot of room for development. It is a very young subject, immature and weak. It needs us to constantly enrich and improve the music education for 2 1 century. The research of music education is facing one new problem after another, such as how to position music education in comprehensively promoting quality education. How to form a more perfect music education system in the process of building Socialism with Chinese characteristics's education system? 2 1 How to formulate the music curriculum standards, teaching materials and teaching methods for China's basic education reform in the century? How does music education in normal universities serve basic education? How to reform the course of music pedagogy in normal universities? How to cultivate and improve the level of undergraduate teachers and scientific research teams? How can music education promote the combination of local music culture, foreign music culture education and national music culture, and conduct cross-music culture research? How to integrate traditional music culture education with modern music culture across the times? How to absorb the excellent cultures of other countries and nationalities in share the world while attaching importance to local and national music culture? Wait a minute. These problems need to be further solved in the research of music pedagogy.