A Study of Music Education Curriculum Design and Evaluation from a Constructivist Perspective

Abstract

Abstract Music education is of great significance in the cultivation of high-quality talents, but currently there are problems such as music education is not emphasized and the quality being poor. Aiming at this situation, this paper designs a music education program using constructivist theory. At the same time, to explore the teaching effect of the designed music course, the data are analyzed to confirm the public factors by combining KMO, Bartlett method, and factor analysis model, adjusting the weights of teaching indexes based on the public factors and K-Means clustering analysis, and evaluate and analyze the teaching data. The model was applied to teaching evaluation to explore the effects of the designed music course in terms of overall classroom feedback, teaching effectiveness, and evaluation of indicators. Teacher-student interactions were more frequent in the 5-45-minute classroom, the average score of students in the experimental class in the area of interest inquiry was 11.275, which was higher than that of the control class, which was 8.035, and students in the experimental class achieved an overall score of 84.06 and 91.28 on the music exam, while the control class only scored 42.73 and 55.21. Meanwhile, the analysis found that the average evaluation score of students on the content indicators was 78.02, and the rating of some classes reached 92.84. The use of constructivist design in the music teaching classroom can enhance students’ understanding and perception of music, and enhance the efficiency of music learning.