Development of a Short-term Education Curriculum to Enhance the Psychology of Music Teaching Competency for Music Major Students

Abstract

China is prioritizing the development of quality students, emphasizing the importance of morality, and cultivating individuals at the National Education Work Conference in Beijing. This study aimed to investigate and enhance the competency of music teaching psychology among undergraduate music major students through the development and evaluation of a short-term education curriculum. The research objectives included the following: 1) To investigate the status of education psychology competency problems for music major students. 2) To develop a short-term education curriculum that will enhance the competency of music teaching psychology for students majoring in music. 3) To investigate the effectiveness of a short-term education curriculum in enhancing the competency of music teaching psychology for students majoring in music. The study employed a mixed-methods approach that included a questionnaire to assess student satisfaction and needs, interviews with experts in music teaching psychology, and the implementation of a tailored short-term curriculum with pre- and post-tests. Participants included fourth-year students from Xinghai Conservatory of Music, Dongguan Institute of Technology, and Guangzhou Urban Construction Institute. Findings revealed significant improvements in students' theoretical knowledge and overall academic performance post-cursus. High levels of student satisfaction and positive self-evaluations underscored the curriculum's effectiveness in meeting educational objectives. Expert validation supported the curriculum's design and implementation strategies, emphasizing the integration of theory and practice. The study concludes that the developed short-term curriculum in music teaching psychology effectively enhances students' competencies and prepares them for future careers in music teaching. Recommendations include ongoing curriculum refinement based on feedback and the incorporation of diverse teaching methods to sustain student engagement and learning outcomes.