Investigating Pathways to Foster Musical Aesthetic Competence in Middle School Music Classrooms

Abstract

In April 2022, the Ministry of Education released the "High School Education Art Curriculum Standards (2022 Edition)" (hereinafter referred to as the "2022 New Curriculum Standards"). Compared to the 2017 edition, this new standard has undergone adjustments in several aspects, primarily focusing on enhancing the educational function of the curriculum and optimizing the structure of the curriculum content. Despite significant surface-level changes, the core concept remains rooted in "aesthetic education," aiming to cultivate students through the fundamental task of "establishing moral character and nurturing people." The standard emphasizes that art education should focus on developing students' aesthetic and humanistic literacy. Through the permeation of aesthetic education, students can cultivate rich aesthetic interests and enhance their artistic literacy, thereby fully recognizing the importance of aesthetic education. In the process of implementing aesthetic education, how to effectively improve students' aesthetic abilities in music teaching has become a critical issue. This article selects a certain middle school as the research subject, explores the issues and causes faced by high school students in music aesthetic education at this school, and according to the requirements of the "2022 New Curriculum Standards," proposes a series of constructive paths for cultivating students' aesthetic abilities.