Research On Gordon’s MAP Testing And Feasibility Analysis Of Introduction Of Theories To Essential Music Curricula

For a long time,the introduction of advanced music teaching methodologies and teaching reform of essential music curricula have been heated topics of discussion in music education.In the 1980 s and 1990 s,Gordon’s teaching theories were introduced to China for the first time.Compared with other teaching methodologies,the research and studies on Gordon’s teaching theories started relatively late with fewer practical cases and less profoundness.In light of this situation,the thesis carries out experimental demonstration of the feasibility of introducing Edwin Gordon’s music teaching theories to essential music curricula.In this study,qualitative research and quantitative research are combined and adopted.As for qualitative research,literature searching,reading and integrated analysis are utilized to go through Gordon’s theories in music teaching and standard aptitude tests.The purpose is to grasp three core concepts,including “music aptitude”,“music audiation” and “music learning sequence”,as well as the overall operation procedures of music aptitude profile（MAP）.As for quantitative research,teaching experiments are conducted.Before experiments,questionnaire surveys are adopted to screen out the subjects,so as to contain the impact of irrelevant factors.During experiments,Gordon’s music teaching methods are used in the experimental class and traditional music teaching methods are used in the control class.MAP was conducted to test students’ music aptitude levels before and after experiments.By comparing the standard scores and percentile ranks in the files,the study found that music aptitude levels of students in both groups improved after training.It shows that if music aptitude levels did not fully improve during the development period,they can be restored through appropriate teaching methods in the stable period.However,the improvement in the experimental class was more significant than that in the control class.It indicates that Gordon’s teaching theories can effectively improve students’ music aptitude levels.Lastly,by reviewing the compatibility between Gordon’s music teaching theories and essential music curricula,the linear regression analysis of scores of aptitude tests and final exams,as well as conducting a Cronbach reliability analysis of this test,the study proves the feasibility of introducing Gordon’s music teaching theories to essential music curricula in terms of theory,implementation and social significance.According to the above conclusions,the following suggestions are proposed:in the teaching of essential music curricula,it is necessary to place emphasis on cultivating students’ capability of“audiation”;focus on the sequence and stage of formulating teaching plans and curriculum schemes;fully utilize standard music aptitude tests to learn about students’ advantages and weaknesses,so as to teach students in accordance with their aptitude.