Differences in curriculum setting: analysis of music teacher training models with practice-oriented approach in Russia and theory-based approach in China

Abstract

Curriculum setting is a concrete reflection of talent training philosophies and professional requirements for teachers. Taking Chinese and Russian teacher education standards, training programs of representative universities and relevant journal researches as research materials, this paper adopts textual analysis and comparative research methods to investigate the music teacher training models of the two countries from four dimensions: training objectives, curriculum structure, practical organization and evaluation methods. The study finds that the Russian model attaches great importance to the continuous connection of vocal performance, instrumental performance, choral conducting, rehearsal organization and teaching practice, with professional competencies mainly cultivated through repeated practical operations. The Chinese Musicology (Normal University) major has formed a complete mutually supportive framework consisting of general education, music theory, professional skills, teacher education and practical teaching, where knowledge systems and comprehensive educational requirements are more prominent. The two models are not a simple opposition between «practice» and «theory», but differ in the organizational sequence of knowledge, skills and educational practices. While maintaining systematic theoretical teaching, China’s curriculum reform should strengthen the consistent connection of practical tasks among skill courses, teaching methodology courses and on-campus teaching practice in primary and secondary schools, and improve the progressive practical training chain and performance assessment mechanism.