Abstract
The quality of classroom education is essential to the construction and development of departments and colleges, and a mirror of the teaching level and quality of teachers. Project-based learning (PBL) tries to create problem scenarios for learners, and encourage them to think deeper and communicate more. Inspired by PBL, this paper analyzes the existing evaluation index systems (EISs) for classroom music education in colleges, and summarizes the application of PBL in music teaching. Besides, a novel EIS is designed and constructed for classroom music education. The results show that: PBL stresses the changes of learners through the learning, and enables teachers to combine pre-, in-, and post-class methods to comprehensively evaluate the music literacy of students; PBL exerts a positive effect on students’ learning. The results lay a theoretical basis for reforming the EIS of classroom music education.
Highlights
The responsibility of higher education is to cultivate senior talents, the classroom teaching is an important means for training high-quality college students, and the effect of classroom teaching directly determines the quality of college graduates [1, 2]
The evaluation of the effect of classroom teaching should be guaranteed by a set of complete evaluation index system; the evaluation should go through the entire process from the organization of the class to the processing and feedback after the teaching results have been obtained, and a set of reasonable, scientific, and effective evaluation indexes should be formulated [3, 4]
The concept of Project-based learning (PBL) was first created by the McMaster University of Canada, the learning process in PBL simulates the process of problem solving
Summary
The responsibility of higher education is to cultivate senior talents, the classroom teaching is an important means for training high-quality college students, and the effect of classroom teaching directly determines the quality of college graduates [1, 2]. Regarding education-related evaluation, field scholars have pointed out different emphases, some argue that such evaluation should aim at rewards and punishments to highlight the management and diagnosis functions of the evaluation [15, 16], while some advocate taking development as the primary goal and the growth of teachers’ overall competence as the center, and the teachers’ teaching skills and levels should be improved by implementing evaluation on the classroom teaching quality of teachers [17, 18].
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