An Exploration of Approaches to Contextual Teaching in Elementary School Music Education from the Perspective of Authentic Learning
DOI:
https://doi.org/10.54097/775qv368Keywords:
Authentic Learning, Situational Teaching, Elementary School Music, Embodied Cognition, Project-Based LearningAbstract
To implement the requirement in the Compulsory Education Arts Curriculum Standards (2022 Edition) to link contextual teaching with life experiences, integrating the concept of authentic learning into elementary school music classrooms holds significant practical value. In response to current issues in music classroom situational teaching-such as fragmented tasks, overly formalized scenarios, and superficial learning outcomes-this study clarifies the theoretical similarities and differences between authenticity-based learning and situational teaching. By addressing practical needs such as classroom scenario creation, task design, and learning experiences, it constructs a teaching pathway driven by real-world projects, featuring embodied participation, and incorporating authenticity-based assessment throughout. The study also proposes optimization strategies in three areas: identifying authentic problems, leveraging digital technology, and expanding resources and learning environments. This exploration offers insights for conducting more vivid and in-depth situational teaching in elementary school music classrooms, helping students develop musical literacy through authentic experiences.
Downloads
References
[1] Ministry of Education of the People’s Republic of China. (2022). Curriculum standards for the arts in compulsory education (2022 edition). Beijing Normal University Press. (in Chinese)
[2] Zhang, X. Y., & Yang, Q. F. (2020). The implications, characteristics, and typical models of authentic learning for students. Teaching and Management, (36), 9–11. (in Chinese)
[3] Li, J. L. (2017). Theoretical exploration and practical innovation in contextual education. Beijing Normal University Press. (in Chinese)
[4] Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How people learn: Bridging research and practice. National Academy Press.
[5] Li, J. L. (2006). Collected works of Li Jilin (Vol. 1): Experiments and research on situational teaching. People’s Education Press. (in Chinese)
[6] Li, J. L. (1997). Exploring an effective pathway to comprehensively improve children’s quality-Exploration and reflections on the transition from situational teaching to situational education (Part II). Educational Research, (4), 55–63. (in Chinese)
[7] Mao, Q. M. (2025). The concept of authentic learning and its implications for reforming university classroom teaching. Teacher Education Forum, (20), 50–58. (in Chinese)
[8] Hu, J. Y. (2019). Authenticity: The origin of project-based learning. Chinese Teachers, (7), 77–79. (in Chinese)
[9] Jia, R. (2023). From “skills” to “person”: Constructing a student-centered educational model based on project-based learning. Primary and Secondary School Management, (5), 5–9. (in Chinese)
[10] Su, H. (2020). Educational action research from the perspective of embodied practice. Chinese Educational Science, (5), 135–141. (in Chinese)
[11] Merleau-Ponty, M. (2001). Phenomenology of perception (Z. H. Jiang, Trans.). Commercial Press. (in Chinese) DOI: https://doi.org/10.4324/9780203994610
[12] Dai, J. J., & Wang, S. Y. (2022). An analysis of “authentic assessment” from the perspective of authentic learning. Research on Modern Basic Education, 45, 5–10. (in Chinese)
[13] Dai, J. J., & Wang, S. Y. (2022). An analysis of “authentic assessment” from the perspective of authentic learning. Research on Modern Basic Education, 45, 5–10. (in Chinese)
[14] Han, M. A. (1991). Comprehensive dictionary of new terms. Heilongjiang People’s Publishing House. (in Chinese)
[15] Dai, J. J., & Wang, S. Y. (2022). An analysis of “authentic assessment” from the perspective of authentic learning. Research on Modern Basic Education, 45, 5–10. (in Chinese)
[16] Wang, S. Y., & Dai, J. J. (2022). Authentic cognition: Connotations, characteristics, and practical pathways. Contemporary Educational Science, (5), 10–16. (in Chinese)
[17] Guo, Y. X. (2023). Opening the classroom to the real world: Classroom practices aimed at core competencies. Educational Research, 44(7), 43–56. (in Chinese)
[18] Piaget, J. (1952). The origins of intelligence in children. International Universities Press. DOI: https://doi.org/10.1037/11494-000
[19] Yu, W. S. (2007). On preset and generative elements in teaching. Curriculum, Textbooks, and Teaching Methods, 27(5), 17–20. (in Chinese)
[20] Xi, J. P. (2023, May 30). Accelerating the building of an educational powerhouse to provide strong support for the great rejuvenation of the Chinese nation. People’s Daily, p. 01.
[21] Huai, J. P. (2024). Working together to promote the application, sharing, and innovation of digital education. China Education Informatization, (2), C3. (in Chinese)
[22] Zhuang, Y., & Hong, Y. D. (2021). Eight years of museum-school collaboration: Educational practices and insights from Germany’s “School@Museum” project. Global Education Outlook, 50(12), 66–76. (in Chinese)
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
