Analysis of the Current Situation and Hot Spots of Music Education Research in Elementary Schools in China

Abstract

Background: Music education, as one of the crucial artistic courses in school education, constitutes an integral part of students' comprehensive development. The relevant studies on perception, along with the promulgation and implementation of the 2022 edition of China's "Compulsory Education Art Curriculum Standards," have laid a new foundation for the upcoming round of transformative restructuring in music education classrooms. Objective: The objective of this study is to analyze relevant academic journal literature on elementary school music education during the first two rounds of curriculum reforms in China (2002-2012-2022). This analysis aims to reveal the research status and hotspots in this field over the past two decades, providing cognitive support for the upcoming round of curriculum reforms. Methods: Literature retrieval was conducted on the China National Knowledge Infrastructure (CNKI) database, and CiteSpace visualization analysis software was utilized. Employing quantitative and visual methods, an exploration and analysis of high-frequency terms, high-centrality terms, and salient terms in 2363 articles were conducted, presenting the structure and evolutionary trends in the research field. Results: It was found that over the past 20 years, research themes in Chinese elementary school music education have gradually evolved. Early studies primarily focused on pedagogical methods in primary school music classrooms, music education, and music teachers. In recent years, emerging research topics encompass core competencies, presentation activities, and music literacy. Conclusion: The findings indicate that the hotspots in research on Chinese elementary school music education align closely with the directions of contemporary curriculum reforms. Achievements predominantly converge on specific classroom teaching objectives, but the research focus on classroom teaching content varies across different stages of curriculum reform. This panoramic view provides essential reference for future practitioners and researchers in elementary music education, while offering crucial data support for decision-makers. Clarifying the trajectory of existing research achievements during the forthcoming curriculum reform process will facilitate the sustainable development of both elementary music education and the quality of classroom teaching in China.