| This study was based on a comparative research in music education, by exploring all papers at the past three ISME World Conferences in2006,2008, and2010. The research abstracts, as the subjects, were collected and analyzed. The main contents of this study consisted of:(1) issue time,(2) source regions,(3) research topics,(4) research subjects,(5) types of music education. The research features and differences among ten regions were investigated to provide the trends in music education in the world and each region.This study used quantitative methods with qualitative research, by means of content analysis. It dealt with frequency and percentage of research subjects quantitatively, in order to arrange and conclude the research.Key problems to solve included:what was the development trend of number, research topics, research objects, types of music education involved of papers at the past three world conferences on music education of ISME throughout the world and from different regions? What was the contrast condition of the world and different regions? This dissertation would arrange and analyze these questions by statistics.The results showed as follows:1. There were three powers of music education in the world, which were Europe and North America where education thrived and East Asia rising in economy and culture. West Asia, North Africa and Central Asia called for more attention and resource input from local government, society and educators. China had made enormous progress in the recent years, but still needed to deepen the reform accordant with the situation of its own.2. From the worldwide perspective, the education circle around the world payed more attention to specific teaching activities and methods than to educational thought.We ought to keep on laying stress on philosophical and educational significance of music education. 3. Educational practice, pupils and teachers were focused on by researchers all over the world. Technology influenced tremendously on music education at the present.4. Basic education was essential, but the research circle should be orientated and encouraged to explore wider fields of music education. |
