A Study on the Pathways for Cultivating Primary School Students Musical Aesthetic Ability from the Perspective of Educational Psychology
DOI:
https://doi.org/10.54691/qx7kqm81Keywords:
Educational psychology; Primary school students; Musical aesthetic ability; Development across educational stages; Aesthetic education approaches.Abstract
Under the "Double Reduction" policy and the reform of aesthetic education [1], music teaching in elementary schools is moving away from only training skills and toward helping students build aesthetic literacy. Young children are at an important stage of cognitive and emotional growth, so it is necessary to find ways to support their musical aesthetic ability from the view of educational psychology. By reviewing related literature and analyzing cases, this study looks at the psychological development traits of students in early, middle, and upper grades; it also examines how music aesthetic education is currently carried out in elementary schools, and points out main problems such as whether the curriculum fits each grade level, how to use suitable teaching methods, and how to build a clear evaluation system. Based on these findings, the study suggests a step-by-step and practical strategy system for developing musical aesthetic competence, including three parts: feeling and experiencing music, understanding and appreciating music, and expressing culture through music. This research aims to give useful guidance to frontline elementary music teachers, help music aesthetic education better match children's mental growth patterns, and promote the educational goal of "shaping character through beauty.".
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