CC BY
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UNIVERSUM:
ФИЛОЛОГИЯ И ИСКУССТВОВЕДЕНИЕ
январь, 2025 г.
DOI: 10.32743/UniPhil.2025.127.1.19113
RESEARCH ON THE PATH OF INDIVIDUALIZED TRAINING FOR MUSIC MAJORS IN LOCAL UNDERGRADUATE COLLEGES AND UNIVERSITIES
Wang Yiming
Doctor of Arts, lecturer, Chaohu University, China, Anhui Province, Hefei E-mail: [email protected]
ИССЛЕДОВАНИЕ ПУТИ ИНДИВИДУАЛИЗИРОВАННОГО ОБУЧЕНИЯ ДЛЯ СПЕЦИАЛИСТОВ ПО МУЗЫКЕ В МЕСТНЫХ КОЛЛЕДЖАХ И УНИВЕРСИТЕТАХ
Ван Имин
аспирант искусствоведения, ст. преподаватель,
Университет Чаоху, Китай, провинция Аньхой, г. Хэфэй
ABSTRACT
At present, the development dilemma of music education in local undergraduate colleges and universities is mainly reflected in the traditionality of talent training mode, the backwardness of curriculum setting, the singularity of teaching methods, and the mismatch between talent training and social needs. How to adjust the talent training program, optimize the curriculum system, update the teaching methods, strengthen the connection with the society, and improve the utilization efficiency of teaching resources has become an urgent problem to be solved in music education in local undergraduate colleges and universities. (Project Fund: Chaohu University Research Startup Fund Project Funding. IgS^: ^
m^mm^mmrn ыт (kyqd-2023040).
АННОТАЦИЯ
В настоящее время дилемма развития музыкального образования в местных колледжах и университетах в основном отражается в традиционности режима обучения талантов, отсталости учебной программы, своеобразии методов обучения и несоответствии между обучением талантов и социальными потребностями. Как скорректировать программу обучения талантов, оптимизировать систему учебных программ, обновить методы обучения, укрепить связь с обществом и повысить эффективность использования учебных ресурсов, стало неотложной проблемой, которую необходимо решить в музыкальном образовании в местных колледжах и университетах. (Фонд проекта: Финансирование проекта Фонда исследовательских стартапов Университета Чаоху. Щ gS^: Kf4W^^Ig^(KYQD-2023040)).
Keywords: local undergraduate colleges; music major; talent training; innovation.
Ключевые слова: местные колледжи бакалавриата; специальность музыка; обучение талантов; инновации.
Under the current educational environment, music education in local universities is facing a series of challenges and opportunities for change. The traditional music education mode mainly takes theoretical research as the core, attaches importance to the depth of academic research and professional knowledge, and the cultivation of students' practical ability and innovative thinking is relatively insufficient. At the same time, there is a certain lag in the curriculum and teaching methods of music majors in local undergraduate universities. The course content may be too theoretical, lacking practical courses and projects, and the update and iteration speed of teaching methods cannot keep up with the pace of the times. The combination of talent training and local economic and social development is not
enough. In addition, there are still many problems in the construction of teaching staff, experimental and training conditions, and the combination of production, teaching and research in music majors in local universities. For example, the relative lack of high-level professional teachers, the imperfect experimental facilities, and the lack of in-depth cooperation with the industry and the business community have limited the improvement of students' practical ability and the cultivation of professional skills.
The personalized training of music majors is not only a key way to improve the quality of education, but also an inevitable choice to meet the needs of society for diversified talents [2, p. 2].
Библиографическое описание: Wang Y. RESEARCH ON THE PATH OF INDIVIDUALIZED TRAINING FOR MUSIC MAJORS IN LOCAL UNDERGRADUATE COLLEGES AND UNIVERSITIES // Universum: филология и искусствоведение : электрон. научн. журн. 2025. 1(127). URL: https://7universum.com/ru/philology/archive/item/19113
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UNIVERSUM:
ФИЛОЛОГИЯ И ИСКУССТВОВЕДЕНИЕ
First of all, personalized training is an important way to improve students' comprehensive quality and career development. With the increasing demand for compound talents combining art and technology, the traditional "one-size-fits-all" teaching mode can no longer meet the current educational needs.
Secondly, the personalized training of music majors is conducive to students' adaptation to the diverse needs of society. Under the background of the continuous development of the music industry and the rapid development of technology, music students need to have a wide range of knowledge background and interdisciplinary thinking ability. Personalized training enables students to choose courses and activities suitable for their own development according to their own interests and career planning, which not only helps students form a characteristic knowledge structure and skill system, but also lays a solid foundation for future employment and entre-preneurship.
In addition, personalized training is also conducive to promoting the rational allocation and utilization of educational resources. Under the condition of limited resources, local undergraduate colleges and universities can allocate educational resources more pertinently and improve the input-output ratio of education through personalized training. At the same time, personalized training also encourages students to actively participate in education and teaching practice, which not only enhances students' practical ability, but also improves the interactivity of education and the effectiveness of teaching.
Finally, personalized training is an important means to achieve educational equity and optimize the structure of talent training. Through personalized training, every student can get educational resources and support in line with their own characteristics, which to some extent alleviates the imbalance in the allocation of educational resources. At the same time, personalized training also provides a diversified talent guarantee for different levels and different types of social needs.
In summary, the personalized training of music majors plays an irreplaceable role in improving the quality of education and adapting to social needs. Through such a training path, more high-quality and applied music professionals who meet the needs of the times can be cultivated [3, p. 136].
The formulation of the ability training goal of music majors is the primary task of the training of music professionals in local undergraduate colleges and universities. The establishment of the training goal should take the all-round development of students as the core, while taking into account the in-depth study of professional knowledge and the specific cultivation of practical ability.
First of all, the ability training objectives of music majors can be constructed from three dimensions: knowledge training, ability training and quality training.
In terms of knowledge training: master the basic theoretical knowledge of music performance and music education; familiar with the operation characteristics and laws of art activities such as teaching, propaganda,
январь, 2025 г.
planning and management; master the historical development context and laws of Chinese and Western music.
In terms of ability training: solid professional skills such as music performance, music creation, music production, and music commentary; to cultivate students' scientific research level, enhance their research consciousness and ability; improve students' ability to organize and plan artistic activities, as well as social activities; strengthen the cultivation of practical operation ability, such as stage practice.
In terms of quality training: enhance students' sense of social responsibility, sense of justice and artistic professional ethics; cultivate students' scientific and humanistic literacy, as well as the comprehensive quality of art majors; pay attention to students' mental health education and physical quality training, to ensure that it meets the college students' sports qualification standards [1, p. 106].
Secondly, in the formulation of personalized training path, it is necessary to design from the following aspects:
(1) Personalized curriculum and teaching content. Personalized curriculum is an important part of personalized teaching. In order to effectively respond to students' individualized learning needs, the curriculum should allow a certain degree of flexibility and innovation.
The personalization of teaching content requires teachers to design specific teaching plans according to each students' interest preferences and professional development needs. Teachers need to understand their interest direction through interaction with students, and design corresponding teaching content accordingly.
In order to enrich the diversity of teaching content, we can design music projects related to local culture, so that students can understand and create music works with local characteristics. For example, if it is located in a multi-ethnic area, courses and activities on national music can be arranged so that students can have an in-depth understanding of local music culture in their study.
In terms of cultivating students' innovative thinking and creativity, music creation workshops or projects can be set up to encourage students to create their own music works. These workshops can be interdisciplinary, combining music, music technology, music theory and other fields of knowledge to stimulate students' creativity and practical ability.
To sum up, through the above measures, we can realize the personalization of curriculum and teaching content in music major of local undergraduate colleges and universities, and effectively promote the all-round development of students and the cultivation of personalized music interest [5, p. 410].
(2) Personalized teaching methods and means. Through the students' interest survey, learning style questionnaire and other ways to understand the unique needs of each student, so as to provide them with tailored teaching content and methods.
The individualization of teaching methods is equally important. With the development of information technology, multimedia devices, the Internet and online platforms have become powerful tools for teaching. Teachers can
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UNIVERSUM:
ФИЛОЛОГИЯ И ИСКУССТВОВЕДЕНИЕ
январь, 2025 г.
use these tools to provide a variety of learning materials. At the same time, teachers can also monitor students' learning progress through these platforms and provide feedback and guidance in a timely manner [6, p. 110].
Personalized teaching is not only a change of content and means, but also a change of teaching philosophy. Teachers need to change from the traditional role of "knowledge imparter" to "learning guide" and "learning partner," explore learning paths with students, and encourage students to learn actively and explore independently.
The personalization of teaching methods and means also requires teachers to constantly learn and explore. Teachers can participate in professional development training, learn new educational concepts and technologies, and constantly optimize their teaching strategies. At the same time, teachers should also constantly adjust and improve the personalized teaching plan according to students' feedback and their own teaching practice.
The personalized application of teaching methods and means is an important part of the personalized training path of music majors in local undergraduate colleges and universities. By understanding the personality and needs of students, teachers can design more targeted teaching programs and use modern information technology to provide more diversified learning approaches, so as to stimulate students' enthusiasm for learning, improve learning effects, and cultivate more music talents with innovative spirit and practical ability.
(3) Personalized teaching staff and teaching environment. The music major in local undergraduate
colleges and universities needs to build a teaching environment that can not only meet the individualized development of students but also promote the professional growth of teachers. Schools can encourage teachers to conduct interdisciplinary research to broaden their teaching horizons and increase their interdisciplinary teaching ability [4, p. 166].
Music professional teachers should have interdisciplinary and interdisciplinary teaching methods and content design capabilities, which requires teachers not only to have a solid theoretical knowledge of music, but also to have a certain understanding and interest in culture, history, art and other related fields. Teachers should be able to design teaching plans and practical activities that meet students' interests and development directions in combination with students' individualized development needs.
To sum up, in the personalized training path of music majors, local undergraduate colleges and universities need to combine their own actual situation, scientifically evaluate teaching ability and resources, clarify training objectives, and choose suitable teaching mode. At the same time, we should strengthen the implementation of personalized teaching, adopt diversified training mode, and attach importance to the cultivation of students' teaching ability, so as to realize the all-round development of students and the long-term development of music education.
References:
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2. Li Zanpeng. Exploration on the training mode of characteristic talents of music major in colleges and universities [C] // new curriculum research magazine. 'New curriculum reform education theory inquiry' third series. Shihan University of Korea;, 2020 : 2.
3. Ren Yanglu. Innovative research on the training mode of music professionals in local colleges and universities [J]. Northern Music, 2018,38 (18) : 136.
4. Wang Lingli. Innovative research on the training mode of applied technical talents in music major of local colleges and universities [J]. Hubei Social Sciences, 2015, (07) : 166-167.
5. Yang Rui. On the current situation and reform strategy of music education talent training mode in local undergraduate colleges [J]. One Hundred Schools of Art, 2010,26 (S2) : 409-411.
6. Zhou Bangchun. Exploration on the Path of Cultivating Applied Talents of Music Major in Local Universities [J]. Ethnic Music, 2014, (04) : 110-111.
