Adaptability Study Of The 2017 Edition Of Senior High School Music Curriculum Standards

High school music education is a part of the basic education in China.With the continuous deepening of aesthetic education,the country’s demand for talent training is constantly improving,and the requirements for music teachers are also constantly improving.In 2017,the Ministry of Education issued the Ordinary High School Music Course Standard(2017 Version).Although the 2017 version of the new curriculum standard was introduced,the promotion and emphasis on it throughout the country is not enough.To a large extent,these reasons directly lead to the situation that most music teachers have difficulty adapting to the new curriculum standards.The promulgation and implementation of the new curriculum standard is a very challenging task for music teachers.The final implementation effect is closely related to the teacher’s adaptability to it.Teachers will have various incompatibility problems in the process of adapting to the new curriculum standards,which will directly affect the implementation progress of the new curriculum standards.Therefore,it is necessary and important to study the adaptability of high school music teachers to the new curriculum standards.This paper compares and analyzes the Ordinary High School Music Curriculum Standards(Experimental Draft)and the Ordinary High School Music Curriculum Standards(2017 Version)and uses the teacher’s adaptability to the new curriculum standard as the entry point of this paper,through which studies the adaptability of high school music teachers to the new curriculum andattempts to find out some problems and causes that hinder high school music teachers from adapting to the new curriculum standards,and conduct relevant analysis in order to provide high school music teachers and the prospective teachers who are about to work as the teacher with some feasible suggestions for adapting to the new curriculum standards.In this thesis,the author will use the relevant theories of education and psychology as the basis,and investigate the four high school music teachers in Guilin through questionnaire survey,interview,action research and comparative research,and explain the incompatibility of high school music teachers’ adaptation to the new curriculum standards and summarize the maladaptive factors,and then put forward some constructive suggestions.The new curriculum standard has important guiding significance for teachers’ teaching.The author hopes to summarize useful experiences and help high school music teachers to improve their understanding and interpretation of new curriculum standards so as to improve teachers’ learning ability and guide teachers to establish correct teaching attitude so that teachers can better adapt to the new curriculum.This paper is divided into six parts:The first part is the introduction,which will discuss the origin and background of the research,the purpose and significance of the topic,the literature review,the research object,the relevant national documents and theoretical explanations,and the research methods respectively.The second part is the comparison between the Ordinary High School Music Curriculum Standards(Experimental Draft)and the Ordinary High School Music Curriculum Standards(2017 Version).These comparisons will include comparisons of course objectives,core competencies,course content and implementation recommendations between the two versions of new curriculum standard.A comparative study of the changes in the two versions of new curriculum will be implemented.The third part is the investigation of the current situation of the adaptability of high school music teachers under the new curriculum.Mainly through the analysis of the basic situation of the four high school music teachers in Guilin and through the summary of the questionnaire and the interviews with the teachers on the adaptability to the new curriculum,some problems that the four high school music teachers in Guilin are currently experiencing when adapting to the new curriculum standards will be presented,summarized and analyzed.The fourth part is the analysis of the current situation of the adaptability of high schoolmusic teachers under the new curriculum standard.It analyzes the subjective factors from the teachers themselves and other objective environmental factors.It mainly summarizes the reasons why the four high school music teachers in Guilin did not adapt to the new curriculum standards and then conducts some relevant analysis.The fifth part is the strategy and suggestion for the high school music teachers under the new curriculum standard.It elaborates on the teachers’ own strategies and suggestions,as well as the strategies and suggestions for schools and other environmental factors.Effective strategies and suggestions are put forward for the reasons why teachers did not adapt to the new curriculum standards,and at the same time,some cases of teachers who are well-adapted are taken as references to provide teaching templates for other teachers.The last part of the conclusion is the relevant summary of this survey and research.At the same time,it also points out the innovation points and the shortcomings of this paper,and then puts forward the prospect for future research in this direction.