ПОШИРЕННЯ ІНТЕГРАТИВНО-ІНТЕРПРЕТАЦІЙНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА В ОСВІТНЬОМУ ПРОСТОРІ КНР
SPREADING THE INTEGRATIVE AND INTERPRETATIVE ACTIVITIES OF THE MUSIC ART TEACHER IN THE EDUCATIONAL SPACE OF CHINA

Summary/Abstract: The article is devoted to problematic issues of the implementation of integrative and interpretive musical activities in the educational university space of the People's Republic of China. The author refers to the main provisions of music education in China and highlights the features of its development. Also, the study examines the process of reforming the system of music and pedagogical education and the current state of professional music education in China. The article analyzes the curriculum integration strategy of teacher education in China with an emphasis on systemic approaches implemented at the state and regional levels. Modern models of pedagogical education in China seek to form a comprehensive approach that combines traditional and innovative teaching methods, in particular, integrative and interpretive approaches. The results allow us to draw a conclusion about the existence of clearly structured mechanisms of integration, including the method of interpretation. One of the key elements of a strategy for building curriculum integration is the use of adaptive curricula. It was determined that adaptive curricula provide effective integration between traditional and modern teaching methods. According to numerous studies, the implementation of interpretive thinking methods in educational programs contributes to the formation of students' skills of independent analysis and synthesis of information, which is a key factor in the development of their academic potential. It was determined that the integration of international educational standards into the curricula of China's pedagogical universities presupposes the presence of a high level of cultural adaptability and language competence in future teachers, which is taken into account when developing new methods and programs. It has been proven that at the present stage, the issues of integration and interpretation in music-pedagogical education in China are given great attention, which was manifested in the emergence of integrative-interpretive concepts, as a set of systematized views, provisions and ideas, which determine the direction and content of integrative-pedagogical activities in that or another area, at one or another level of implementation of educational goals and tasks.

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