A Study On Cultural Identity Of Chinese Traditional Music Teaching

In the process of globalization,cultural identity has become the bond to maintain the existence and development of a nation's own musical culture,and the identification of a nation's own musical culture is the only way to maintain the independence and subjectivity of the nation.According to the Cultural Identity Theory,there are two forms of cultural identity: primordialism and constructivism.Primordialist cultural identity emphasizes the influence of an individual's original trait and the group's cultural inheritance on individual cultural identity,which is reflected in the formation process of students' cultural identity of traditional music,which mainly refers to the natural traditional music cultural identity formed by students in their families,villages,communities and other fields of music cultural practices.While the constructivist cultural identity focuses on the cultural identity formed through the shaping of external environment,which is the self-created cultural identity gradually formed through the acquired construction.However,the existing research literatures focusing on the issue of cultural identity mostly give attention to the primoralistic cultural identity and lack the attention to the constructivist cultural identity.The cultural identity formed through traditional music teaching in schools is a kind of constructivist cultural identity,which has irreplaceable value and significance for the formation and development of students' traditional music cultural identity.In 2014,the Ministry of Education issued the “Guidelines for improving the education of excellent Chinese traditional culture”,which also emphasized the important influence and significance of school education on the shaping of students' cultural identity.It clearly put forward that in the junior high school,the focus should be on enhancing students' understanding of excellent Chinese traditional culture and enhancing their recognition of excellent Chinese traditional culture.This research focuses on the cultural identity issues in the traditional music teaching in junior high school,which studies the questions: what is the status of the traditional music cultural identity of junior high school students in the traditional music teaching process of the school? What are the problems of cultural identity in traditional music teaching? What are factors contributing to the problem? How to solve the existing problem? These are the key issues to better improve the traditional music teaching in junior high school and promote the formation and development of junior high school students' constructivist cultural identity.According to Donna Dehyle's three-dimensional division of cultural identity namely cultural input,cultural belongingness and cultural integration,this research adopted a mixed research method to investigate the traditional music teaching in junior high schools in nine prefecture-level cities in J province.Through the research,the following findings have been obtained:Cultural input is the key to obtain the understanding and practical experience of traditional music cultural,and also the basis to construct traditional music cultural identity.Cultural input emphasizes that students can participate in the traditional music practice,through which they can obtain rich perceptual experience of the ways of feelings and expressions of traditional Chinese music.It was found in the study that the traditional music cultural identity of junior high school students who take part in experiential teaching was higher than that of those who listen to the explanation.However,the research has found that the music teachers in junior high schools in J province mostly chose the teaching method of listening and explaining,and students' cultural input was insufficient.On the other hand,along with the advancement of urbanization,the way of living and the cultural environment which are vital to the survival of traditional music has changed,and students have found that it is difficult to acquire rich experience of traditional music and culture in daily life.As a result,students' primoralistic cultural identity of Chinese traditional music was absent or congenitally deficient,thus forming the junior high school students' identity absence in traditional music cultural identity.Cultural belongingness concerns the relationship between traditional musical culture and students' cultural identity,that is,what kind of musical culture is chosen as the symbol to represent their own musical culture,and cultural belonging is the core of cultural identity.The research found that the cultural identity of junior high school students(aged 12 to 15)showed a decreasing trend with the growth of age and grade,which was related to the age characteristics of junior high school students(aged 11 to 16)exploring their cultural identity.In the process of exploring their cultural identity,junior high school students identify their identity uniqueness and form a popular music subculture.Subculture is the periodic production of junior high school students to explore their own cultural identity,and schools of traditional music teaching lack of attention to the formation and development of subculture in this phase,and it is difficult for students,in the learning process of traditional music,to build up the correlation between traditional music and its own subculture,which causes the students' ignorance to the traditional musical culture at school.Therefore,traditional musical culture become the edge of the students' subculture,resulting in junior high school students' identity loss in Chinese traditional musical culture.Cultural integration is the understanding of the temporal and spatial cultural relations of traditional musical culture.Junior high school students need to deeply understand the uniqueness of Chinese traditional musical culture through the cultural integration of musical culture in different time and space after establishing the cultural belongingness of their own musical culture.The research found that the overall performance of junior high school students in the temporal cultural integration was normal,but some students were not good at the temporal integration of traditional Chinese music,and considered the traditional Chinese music outdated.Spatial cultural relationship refers to the understanding of music cultural relationship between China and foreign countries.Spatial cultural integration is the key to maintain the subjectivity of Chinese traditional musical culture in the multi-cultural music learning process.33.22% of the junior high school students lack a clear understanding of the cultural differences between China and foreign countries in music,and teachers' teaching concepts,teaching discourse,teaching evaluation and other aspects in the teaching process lack the unique characteristics of traditional Chinese musical culture.The lack of unique characteristics in teaching leads to the lack of clear cultural boundary in junior high school students' cultural integration,which results in the identity dislocation of junior high school students' cultural identity of traditional Chinese music.The influencing factors of cultural identity issues in traditional music teaching mainly lie in three aspects.Firstly the individual factors of teachers,these mainly include the teachers' understanding of traditional Chinese music teaching,the teachers' traditional music PCK and the teachers' attention to the cultural identity of junior high school students.Secondly the individual factors of students,which mainly include the fact that junior high school students are in adolescence.In addition,junior high school students have certain understanding limits in the process of understanding traditional Chinese musical culture due to the existence of intercultural factors.Thirdly the external cultural environment of traditional music teaching,which means that the construction of traditional musical culture in schools and the existing situation and development of traditional musical culture outside schools both have a direct impact on junior high school students' understanding of traditional musical culture.In view of the above problems and influencing factors,teachers should do the following in the process of teaching.Firstly,teachers should return to the cultural roots of traditional Chinese music in terms of teaching concepts,teaching methods,teaching discourse and teaching evaluation,and dig into the original ideas,concepts and behaviors of traditional Chinese music,which are used as the basis of teaching to lead junior high school students to feel the characteristics of traditional music in the ways of feeling and expression,so that junior high school students can get the perception and experience of the characteristics of traditional Chinese music in terms of cultural input.Secondly,the teachers,in the process of teaching,needs to follow the teaching pattern of “Enter-Go deep-integrate”,considering the psychological characteristics of junior high school students in the adolescent stage.The teachers should,according to the characteristics of the students at different stages,to gradually guide junior high school students to construct the cultural connection between traditional music and subculture,and enables junior high school students to gradually form the cultural belongingness of traditional Chinese musical culture.Thirdly,in the teaching process,the teachers should adopt exploratory teaching and other teaching methods to enable junior high school students to understand the cultural differences between Chinese traditional musical culture and foreign musical culture,and to understand the historical connection between Chinese traditional music and contemporary music,and ultimately the junior high school students can have a deeper understanding of the identity of traditional Chinese musical culture and the uniqueness of traditional Chinese music under a certain spatial and temporal background after cultural integration.