A Systematic Literature Review of Chinese Music Education Studies during 2007 to 2019

Autor/inn/en	Yang, Yang; Welch, Graham
Titel	A Systematic Literature Review of Chinese Music Education Studies during 2007 to 2019
Quelle	In: International Journal of Music Education, 41 (2023) 2, S.175-198 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yang) ORCID (Welch, Graham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614221096150
Schlagwörter	Music Education; Research Reports; Teaching Methods; Curriculum Development; Social Environment; Instructional Innovation; Validity; Foreign Countries; Meta Analysis; Educational Change; Research Problems; Elementary Secondary Education; Higher Education; Budgets; Research Methodology; Preschool Education; Informal Education; Music Teachers; Special Education; Music Therapy; Teacher Qualifications; Professional Education; Teacher Education Programs; China + Suchen Sie Ihr Suchwort? Musikerziehung; Research report; Forschungsbericht; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziales Umfeld; Educational Innovation; Bildungsinnovation; Gültigkeit; Ausland; Meta-analysis; Metaanalyse; Bildungsreform; Forschungskritik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Finanzhaushalt; Research method; Forschungsmethode; Pre-school education; Vorschulerziehung; Informelle Bildung; Nichtformale Bildung; Music; Teacher; Teachers; Musiklehrer; Special needs education; Sonderpädagogik; Sonderschulwesen; Musiktherapie; Lehrqualifikation; Berufsausbildung
Abstract	Based on findings from a large meta-data-based literature survey, this article is intended to provide a comprehensive synthesis of key features of China's music education system as seen through the lens of n = 116 major research studies, drawn from a total of N = 3,257 high-impact Chinese journal articles published during 2007 to 2019. The synthesis suggests that (1) education reform, aesthetic education, Chinese traditional music and cultural identity were found to be the most prominent topics across all levels of formal music education; and (2) in most studies, government financial support, policy priorities, curriculum enforcement and paedagogical innovation are proposed as general cures to address perceptions of an unsatisfactory situation within music education. However, (3) by relating these findings to national statistics, a clear gap is identified between several research studies and actual social contexts, suggesting a possible deviation of academic communities from realistic educational and social challenges. Thus, external validity issues related to these studies are also discussed critically, along with their potential influence on views of what counts as Chinese music education in domestic and international research communities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01