Organization of the educational process of music education in secondary schools of China

Abstract

The relevance of the study is due to the policy of China, which is implemented in social and economic aspects. It was noted that the country's competitiveness will become more stable if its development is carried out by conscious and educated citizens who are ready to help the state in implementing reforms. This article presents a digression into the history of the organization of the educational process of music education in secondary schools in China: considers the main stages of music education in China, noted specific national features, as well as Western European influence on its formation. The purpose of the study is to analyze the state of music education, as well as the features of its organization in schools in China. To solve the purpose of our study were used: research methods: analysis, comparison, generalization to study the scientific literature on the outlined problem, which allowed to determine the nature and features of the educational process of music education in secondary schools in China. It is noted that the changes that have taken place in the country have become an important stimulus for the development of the Chinese school system in general and music education as part of it. Since the founding of the People's Republic of China until the period of reforms and openness, the goals and objectives of general music education have changed, approaching those approved in the best world practice. Modern aesthetic thought of China has been formed since the beginning of the XX century. Knowledge of European aesthetic education at the state level penetrates the country in the first years after the formation of China. Since then, aesthetic education is perceived as an important element of general education. Children had the opportunity to expand their musical worldview by studying the best works of Chinese folk music, outstanding foreign works, learn basic musical knowledge and simple music skills. Thus, since the era of «reforms and openness», the changes taking place due to access to the achievements of world pedagogical theory and practice are an impetus for creative renewal of the pedagogical process and its intensification in secondary schools in China.