Thoughts on the Integration of Teaching, Learning, and Assessment in Primary School Music Appreciation Classes under the Curriculum Creation Orientation
Abstract
With the continuous renewal of educational concepts, the integration of teaching, learning, and assessment in primary school music
appreciation classes under the curriculum creation orientation has become a crucial means to improve students music literacy. This paper explores the implementation paths and advantages of the integration of teaching, learning, and assessment. Through the design of comprehensive
teaching content, integrating multimedia technology, and establishing an interactive evaluation mechanism to promote holistic development in
music appreciation. In response to the difficulties in the implementation process, such as insufficient music teaching resources and significant
differences in students learning, the corresponding solutions are proposed. Meanwhile, the positive impacts of the integration of teaching,
learning, and assessment in primary school music appreciation classes under the curriculum creation orientation are summarized.
appreciation classes under the curriculum creation orientation has become a crucial means to improve students music literacy. This paper explores the implementation paths and advantages of the integration of teaching, learning, and assessment. Through the design of comprehensive
teaching content, integrating multimedia technology, and establishing an interactive evaluation mechanism to promote holistic development in
music appreciation. In response to the difficulties in the implementation process, such as insufficient music teaching resources and significant
differences in students learning, the corresponding solutions are proposed. Meanwhile, the positive impacts of the integration of teaching,
learning, and assessment in primary school music appreciation classes under the curriculum creation orientation are summarized.
Keywords
Curriculum Creation; Primary School Music; Music Appreciation; Integrated Teaching, Learning, and Assessment
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DOI: http://dx.doi.org/10.70711/wef.v2i9.6242
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