What are the characteristics of the reform and development of music education from an international perspective? What kind of reference should I make?

1. Re-examine the value of music courses.

2. Develop music curriculum standards.

3. Establish a new list of music courses.

4. Pay attention to the combination of multiculturalism and local culture.

5. Different music teaching systems are merging.

Since 1980s, various countries have set off a wave of educational reform, forming a worldwide educational reform movement with the most extensive, profound, comprehensive and vigorous influence in history. Its essence is to build a new education system that adapts to the international competition and domestic economic and social development in the 2 1 century. Music education in schools all over the world conforms to the tide of education reform, and is no longer limited to minor repairs in some aspects of music discipline, but carries out systematic and overall reforms, including re-understanding the value and essence of music courses, formulating new curriculum standards, designing new teaching systems and experimenting with new teaching methods. Looking at the latest trends of school music education reform in various countries, we can see several characteristics of music education reform and development in the world today:

1. Re-examine the value of music courses. ISME believes that music education can effectively develop individual potential, stimulate creative impulse, sublimate spiritual realm and improve life quality. The richness and diversity of world music bring opportunities for international understanding, cooperation and peace. According to the American National Art Education Standards, music education can cultivate a complete person and play a unique role in developing individual intuition, reasoning, imagination, expression and communication skills. Music art is the condensation of human culture and the crystallization of human civilization. Music art injects passion into the study of other subjects, and education without music art is incomplete. Music art itself is a powerful economic force, and the future society depends on the construction of a vibrant art society. Music educators in the former Soviet Union made an incisive summary of the value of music education: music education is not to train musicians, but to train people first.

2. Develop music curriculum standards. In order to realize the value and ensure the status of music curriculum, many countries have realized the importance and urgency of formulating or re-formulating music curriculum standards. From 65438 to 0994, the United States formulated the first set of national standards for art education, which was directly intervened by the federal government. Since the 33rd year of Showa (1958), Japan has revised the guiding essentials of music learning in primary and secondary schools for four times. In addition, Britain, Russian and many other countries, as well as Hong Kong and Taiwan Province Province in China, have also formulated their own music teaching syllabus or music curriculum syllabus for primary and secondary schools.

3. Establish new music curriculum objectives. For the establishment of music curriculum objectives, many countries and regions have abandoned the previous practice of taking music knowledge and skills as the primary goal of music curriculum, but emphasized the cultivation of music interest and aesthetic ability, and emphasized the development and creation of potential through music education to cultivate all-round, harmonious and fully developed individuals. For example, the United States emphasizes "developing human potential, providing opportunities for creativity and self-expression and enjoying success"; Germany emphasizes that "music is for every student, and all human abilities should be developed"; Japan emphasizes "cultivating students' interest in music and rich ability to feel music, and cultivating noble sentiments"; Britain emphasizes "cultivating students' ability to understand and appreciate music"; Russia emphasizes "cultivating individuality and promoting intellectual development"; Hong Kong emphasizes "cultivating the interest in learning music and the ability to understand music, and improving children's self-discipline, expression, concentration and coordination".

4. Pay attention to the combination of multiculturalism and local culture. At present, most of the music education in developed countries have given up the blind admiration of western music or the complacency of local music, and agree that music education must integrate multiculturalism and local culture. For example, the popular education in Japan is a good blend of eastern and western cultures. The nine major areas of music learning stipulated by American national standards also include "understanding all kinds of music in the world". In Australian music education, the dominant position of British culture has been replaced by multiculturalism. Some developing countries are also aware of the importance of this issue. For example, South Africa believes that its music curriculum must get rid of the traditional European-centered model, and South Korea's music education is also aware of the urgent need to gradually guide students to integrate authentic Korean music with western music and music of other cultures.

5. Different music teaching systems are merging. Over the past half century, many famous music teaching methods have been established and popularized, including Orff teaching method (German), Kodaly teaching method (Hungarian), Dalcroze teaching method (Swiss), kabalevsky teaching method (Russian), Suzuki teaching method (Japanese) and DBME teaching method (American). These teaching methods have played a positive role in promoting the development of world music education. However, because they often emphasize one aspect of music teaching and only solve some local problems, many limitations are exposed in the promotion process. To this end, all the above teaching methods are striving to improve themselves, and it is this self-improvement that leads to the trend of seeking complementarity and integration between different teaching methods. They all attach importance to students' dominant position in teaching, the application of modern teaching methods in teaching, the enhancement of music experience through personal participation in music activities, the development of students' musical potential through creative teaching, and the fact that stimulating students' interest in music and cultivating good attitudes are the decisive factors for the sustainable development of students' music. These teaching ideas will undoubtedly be the basic direction of music teaching development in the future.