Chinese music pedagogy has gone through four long periods of germination, preparation, ups and downs, and development.

Introduction to music pedagogy:

It is a discipline that studies the laws of music education. Special area of ??art pedagogy. Research contents: the nature of music education, the significance and methods of music education in social life, the role and methods of music education in school life, the selection of teaching materials, and the musicology sub-topics of music education, etc.

Because it is in the special field of music, it must be based on the knowledge system about music. Among them, special research is required on music psychology, music theory, music history, etc.

Research objects:

Music education is divided into broad and narrow senses. Music education in a broad sense refers to all education that affects people's thoughts, emotions, thinking quality, and improves knowledge and skills through music. It mainly refers to school music education that is organized, planned, and purposeful in accordance with certain social requirements. School education can generally be divided into preschool education, basic education, higher education, adult education, etc.

Music education in schools can also be divided into professional music education and general music education. The training goals of the two are different. The former aims to cultivate professional music talents;

The latter The educational goal of the teacher is to take the aesthetic experience of music as the core, improve students' aesthetic ability, develop students' creative thinking, form a good sense of cooperation and humanistic qualities, and lay a good foundation for students to love music, learn music, create music, and enjoy music throughout their lives. Base.

Music pedagogy aims to cultivate and shape people and runs through the entire process of education. It is a humanities and social discipline. Music pedagogy is also an interdisciplinary subject. It is the product of the interpenetration and blending of musicology and pedagogy.

Considering music pedagogy as a field of pedagogy, with the rise of subject pedagogy, it reflects the trend of specialization in the development of pedagogy. Considering music pedagogy as a field of musicology can be traced back even further.

The Austrian musicologist Guido Adler (1855-1941) published a paper "The Field, Methods and Goals of Musicology" in 1885, dividing the various categories belonging to musicology into historical It consists of two parts: musicology (including general history of music and various professional histories) and systematic musicology.

In the latter part, music pedagogy is set up alongside music aesthetics, music psychology, comparative musicology, etc., and its content includes music teaching methods (overview), as well as harmony and counterpoint respectively. , composition method, orchestral method, performance method and other related teaching methods. Adler believes that acoustics, mathematics, physiology, psychology, ethics, education, aesthetics, etc. are all beneficial to the research on the above issues.

From the content point of view, Adler's view of music education focuses on the teaching and learning of specialized music subjects. Music pedagogy originated from musicology and pedagogy, but as a new theoretical form, the original general theories of musicology and pedagogy no longer exist, and it has new theoretical value and practical significance.

It neither uses pedagogical principles to simply explain and illustrate the phenomenon of music art, nor does it simply apply musical methods to the general process of education and teaching; rather, it reveals the laws of music education and teaching, the The direction, development form and basic characteristics of education; comprehensively clarify the educational theories and methods that are applicable to music education and pedagogy of various disciplines. It is a discipline that studies the process of music education.