The Suggestion of Principles of Music Pedagogy for the Music Students at Henan Art Vocational College

บทคัดย่อ

          The music education system at Henan Arts Vocational College in China faces several obstacles related to its pedagogical ideas. An issue of great importance is the lack of attention given to overall quality development by students, since the main focus has been on improving professional abilities to fulfil market needs. Consequently, we examined the paper to study the principles of music pedagogy for the music education programme at Henan Arts Vocational School.
          The pedagogy of music refers to the methods and approaches used in music education. The purpose of this article is to study the principles of music pedagogy for the music education programme of the Henan Arts Vocational School. The research method is qualitative; to review music pedagogy principles in Henan Arts Vocational School's music education programme between 2000 and 2022 a and interview five music teachers, the audit committee-approved structured interview is used. to conduct interviews with five music teaching experts. They are using a structured interview that the audit committee passed. Field data were collected between June and September 2023.
          The study found issues and suggestions, including: 1) disengaged, harsh, or self-conscious music instructors. Fix music pedagogy books. Teaching goals, content, techniques, and media are difficult to arrange in educational research. 2) The sustained involvement and success of music pedagogy, research, teaching techniques, and attitudes must change. Specialists agree on discipline fragmentation, uncertainty, application IT worth it, and conservatism rules philosophy schools. 3) A new perspective: students and teachers consider it trivial or dull; reading and learning independently are crucial. Prepare before specialising. Rationality, growth, and comprehensiveness influence student career success. 4) Collaborative learning: music education promotes self-regeneration, self-organisation, harmony, emotive experience, creativity, group collaboration, interest, and self-directed learning. 5) Music pedagogy contents. Music promotes literacy because the brain absorbs words and music concurrently. Musical skill development is a cognitive principle. 4E. Music learning is theoretically and pedagogically studied. Music instruction adapts to self-learning, music education research and suggestions, environment, body movement, active music learning emphasised, and hospitality suggests marginalised listen to music. 6) Music instruction starts with modelling, sequencing, and deconstructing. Inventiveness, harmony, emotional pupils aesthetics, achievement-based interest, and cross-cultural. To use Gordon, Suzuki, Reggio Emilia, Orff, Dalcroze, and Kodály for teaching.