| The biggest problems of general music curriculum and teaching currently are the lack of independence of their own discipline and their overly dependence on professional music education.The lack of "base line" in general music curriculum and teaching has caused the use of professional music education screening-style "top line" as a discipline, and this is not suitable for ordinary students. For students,"qualified meaning excellent" and it’s not necessary for everyone to become a musician. The base line philosophy, should become the theoretical foundation of common music curriculum and teaching theory.Taking the "base line" as the cornerstone, this paper contents six parts, including:the theoretical base of the "base line", the actual conditions, how to construct the content of curriculum, how to guide teachers’teaching transformation, how to imply and evaluate the content of curriculum.Part one, the definition, connotation and the limits of its usage of the "base line". And on the basic of this, the author puts forward the evaluating criteria of "base line", and analyses the theoretical base and the actual conditions of its coming out.Part two, this paper explores the construction of general music curriculum under the "base line" ideology. The author re-examines the current criteria and the construction of music curriculum. On the base of analyzing the achievement and problems, the author puts forward the constructive conception.Part three focus on the teachers how to master the content of curriculum and transform their teaching under the under the "base line" ideology. With different music education philosophy, teachers will have their own understanding on the content of curriculum.Part four, this paper studies the teaching of music performance under the "base line" ideology. The content of this part include:judging the aim of teaching; the electing of music pieces in teaching; the form of teaching; how to pay attention to every student; and whether the teaching evaluation can achieve its aim.Part five explores the teaching of music appreciation under the "base line" ideology, including the teaching aim, contents, the teaching form, the teaching process and the evaluation. The author analyses the current misunderstandings and problems in this area and puts forwards several solution under the "base line" ideology:as for the teaching aim, how to deal with the form and content; how to choose music pieces as teaching content; how to solve the misunderstandings in teaching forms; the characteristic of teaching process; and the criteria of teaching evaluation.The sixth part explores the teaching of music creativity and musical culture. The author discusses the importance of the two areas and whether they could have independence in music teaching.The whole dissertation can be conclude as this:in the area of basic education, we should transform the idea of professional music education, and take the students and the teachers as the priority, and let them have the independence of learning and teaching. Only through this way, music education will no longer a burden for both students and teachers, and they will not lose the interest in music. |
