What kind of influence does aesthetic education have on music education in China?

Music education in China has a long history. As a practical activity, music education has many values and functions, among which aesthetic education is also an important role. The Confucian thought of music education is serious, and the purpose of music education is limited to serving the enjoyment and rule of the ruling class. This paper mainly discusses the educational function and social function of music. For example, in Zhou Li, music is regarded as one of the "six arts" of music (ritual, music, shooting, imperial art, calligraphy and mathematics), in which music plays a very important role and plays an important social role in a unique way. Confucius also paid no attention to music education. He believes that "it is based on poetry, ceremony and happiness". Here, the completion of "music" is the last stage of education. In the educational content of Confucius, he regards "music" as the same political means as "ceremony". He also believes that music has political and educational functions, and puts forward the educational thought of "teaching without distinction", which has also had a far-reaching impact on later generations. However, after the Han Dynasty, there was no music education course in both official and private schools. By the end of the Qing Dynasty, school music education had disappeared. Influenced by the thoughts of modern reform, some intellectuals demanding improvement advocated learning from japanese pop and bringing western music back to China. Liang Qichao and others actively advocated setting up music and song classes in schools and developing school music education. The appearance of school music songs made China's modern music education thoughts sprout in this period. In the 1920s and 1930s, influenced by western aesthetic education thoughts, aesthetic education thoughts rose further. The rise of this ideological trend had a great influence on the music education thought at that time, and people's views on music education also changed greatly. At this time, people think that the main content of music education is aesthetic education. And music education is unilaterally classified into the category of aesthetic education. However, the function and purpose of music education itself have been submerged. This trend of aesthetic education not only influenced the thought of music education at that time, but even continued to this day. Based on history, this paper is mainly divided into four parts:

The first part is the introduction, which mainly expounds the reason and significance of this study.

The second part is the general situation of music education thought in the late Qing Dynasty and the early Republic of China. This paper mainly analyzes the background of modern music education thought, and summarizes the music education thought in this period.

The third part mainly expounds the influence of aesthetic education thought in the 1920s and 1930s on music education thought at that time. During this period, influenced by western aesthetic education thought, aesthetic education thought rose, and its power even drowned the exploration of music education itself. Under the influence of aesthetic education at this time, people classified music education as aesthetic education.

The fourth part mainly expounds the influence of China's aesthetic education thought on music education thought at that time and now in the 1920s and 1930s.

Based on the author's analysis and research of a large number of documents, this paper sorts out the influence of China's aesthetic education thought in the 1920s and 1930s on music education thought in the past century, mainly to clarify the development track of music education thought, explore the development characteristics of music education thought in different periods after the 20th century, and then arouse people's clearer research on the value and function of music education.