Development of Music Teaching Practice in Middle Schools Course Based on Team-Based Learning (TBL) Combined with Peer Assessment Method
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Abstract
Background and aims: With the continuous development and change of the national actual situation and educational policies, to adapt to the development of the era and the changing needs of students, improve the teaching quality and effect, and promote the professional development of teachers, establishing and improving the education curriculum system for middle school music teachers is an urgent task for cultivating middle school music teachers. The objectives of this research were as follows: 1) To study the background information focusing on course components, existing problems, and relevant educational theories for developing the Music Teaching Practice in Middle Schools Course based on Team-based learning (TBL) combined with a peer assessment method. 2) To develop the Music Teaching Practice in Middle Schools Course based on Team-based learning (TBL) combined with the peer assessment method.
Materials and methods: In Phase 1, the first step is to query relevant documents and obtain background information through content analysis; The second step is to use interview forms to interview 5 teachers and 15 students, and the data on existing problems is collected by the interview process and the voice record tool. The content analysis through the thematic coding analysis method is used for analyzing and summarizing collected data. In Phase 2, the researchers drafted course content, and 5 experts evaluated the course composition draft. After gathering the data, the data were analyzed for appropriateness.
Results: The components of the Music Teaching Practice in Middle Schools course, based on Team-based learning (TBL) combined with the peer assessment method, were: 1) Course principles, 2) Course objectives, 3) Course contents, 4) Course instructional strategy, 5) Course materials and resources, 6) Course evaluation methods. And these components had a good quality of appropriateness.
Conclusion: Through the analysis of background information, it is necessary to improve and develop a Music Teaching Practice in Middle Schools Course model that conforms to the actual music teaching in middle schools. The course document evaluation by experts shows that the Music Teaching Practice in Middle Schools Course, based on Team-based learning (TBL) combined with the peer assessment method developed in this study at a high level is satisfactory.
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