The research scope of music pedagogy is very wide. Due to the different educational objectives of various branches of music pedagogy, the research scope is also different. Its research scope can usually be divided into wide-area type, subject type and professional type.
(1) wide area type. It requires an interdisciplinary study of the educational objectives, organizing the teaching contents, sorting out the educational objectives, organizing the teaching contents, sorting out the teaching process, exploring the teaching methods, and conducting an extensive and in-depth empirical study on various elements involved in the teaching of disciplines [2]. Wide-area music pedagogy is based on the practice of music education and the latest development achievements of musicology, pedagogy, philosophy, aesthetics, sociology, psychology, physics, history, ethnology and other disciplines related to music pedagogy, so as to form its own unique theoretical system. Its research scope includes:
philosophy principle of music education. It mainly includes the essential theory, teleology and axiology of music education.
history of music education. This paper studies the practical activities of music education in various stages of human society and the emergence, development and evolution of music education ideas. The history of music education can be comprehensively studied from the aspects of world history, national history, dynastic history and thematic history.
comparative music pedagogy. Study the content and characteristics of music education in various countries, regions and ethnic groups, and find out the * * * on the basis of in-depth study of their personality through analysis, comparison and evaluation at all levels, so as to fully grasp the laws and development trends of music education.
psychology of music education. This paper studies the psychological phenomenon of middle school students in the process of music education and its development and change law. Music ability, music psychological development, music learning psychology and music teaching psychology are all its components.
on music teaching. It is an important pillar of the theoretical system of music pedagogy. It includes two major parts: music education curriculum theory and music teaching method. The research of music education curriculum involves curriculum setting, teaching objectives, teaching principles, teaching contents, teaching syllabus (or curriculum standards), teaching materials, teaching organization, teaching evaluation and so on. Music teaching method mainly studies the methods used in music teaching in different schools and grades, and seeks and chooses the optimal teaching ways and methods. Including singing teaching method, instrumental teaching method, appreciation teaching method, creation teaching method, music basic knowledge and basic skills teaching method.
sociology of music education. It uses the relevant theories and methods of sociology to explore the social functions and social effects of music education, the significance, contents and forms of various social music education, and the interference, influence and restriction of society on music education through various cross-relationships between music education and social life and various social music phenomena.
music education technology. It mainly studies how to use information theory, system theory, cybernetics, biology, behavioral science and other related theories to analyze, select, combine and control the operable factors in the process of music education and teaching in order to achieve the optimal educational effect.
preschool music pedagogy. Its research includes music education and preschool children's development, the tasks and objectives of preschool children's music education, the contents and activities of preschool children's music education, the cultivation of basic quality in preschool children's music activities, and the evaluation of preschool children's music education.
music education for special children. It mainly studies the special laws and methods of music education according to the physical and mental characteristics of special children.
music education management. Its research contents include the formulation and implementation of the principles and policies of music education, the principles and methods of administrative organization of music education, and the management of music education funds.
(2) discipline type. It studies the educational goal in a specific music discipline, and studies the teaching content and the proper mode of teaching methods to achieve this goal. It can be divided into the research of principle and philosophy, the research of discipline organization and the research of teaching method. Its specific research scope includes:
the essential characteristics and social functions of music education; Music psychological development of primary and secondary school students; Music education courses; Music performance learning and teaching; Music creation learning and teaching; Music appreciation, learning and teaching; Learning and teaching basic knowledge and skills of music; Music teaching design and teaching objectives; Music teaching methods; Music teaching mode; Music teaching media;
famous foreign music education system; Music teaching evaluation; Music education research; Music teacher.
(3) professional type. At present, there are few monographs that comprehensively and systematically discuss the problems of professional music pedagogy. The book "Introduction to Professional Music Pedagogy" [3] written by Mr. Zhang Fan, a Chinese scholar, discusses the research scope of professional music pedagogy, which can be used as a reference for us to study such problems. He believes that the research scope of professional music pedagogy should include philosophy, music education history, music education psychology, culturology and thinking.