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Frontiers in Educational Psychology, 2024, 5(1); doi: 10.38007/JEP.2024.050103.

Reform and Development of School Music Education Based on Psychology


Jingjing Zhang

Corresponding Author:
Jingjing Zhang

Academy of music, Nanjing Xiaozhuang University, Nanjing 211171, Jiangsu, China


To further deepen the reform of school music teaching and apply psychology to music education, the improvement of teaching quality has become the goal of the reform and the key to measure the success of the reform. This article organically integrated psychology with music education, and applies the theoretical perspective to the actual teaching of music. On the basis of sorting out the development of cognitive psychology, humanistic psychology and positive psychology, this paper probed into their enlightenment on music teaching theory and practice, as well as their interrelation. This paper put forward suggestions from the psychological level in combination with music teaching methods, and put forward a point of view for the current reform and development of music education and teaching. The experimental results show that after the reform of music education, 40% of the students said they had improved their interest in music learning, 24% of the students had improved their creativity and expressiveness, and 27% and 19% of the students said they had acquired basic music knowledge and skills, respectively. Therefore, it is not difficult to see that the music education reform based on psychology has a great help to students' music learning, and has also promoted the reform of music teaching methods and the development of education.


School Music Education, Development Strategy, Cognitive Analysis, Humanistic Psychology, Positive Psychology

Cite This Paper

Jingjing Zhang. Reform and Development of School Music Education Based on Psychology. Frontiers in Educational Psychology (2024), Vol. 5, Issue 1: 19-33. https://doi.org/10.38007/JEP.2024.050103.


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