Abstract

This study aimed to develop and evaluate a Chinese Folk Songs Training Curriculum for music teachers in junior high schools in Wanzhi District, Wuhu City, Anhui Province, China. The research employed a mixed-methods approach, utilizing document analysis, interviews, and evaluation forms as research instruments. A five-point rating scale was used to assess the curriculum, and the data were analyzed using the mean and standard deviation. The results indicated that a structured training curriculum was developed, consisting of seven components: the importance of Chinese folk song training courses for junior high school music teachers, curriculum objectives, training content, training targets, media used in training, evaluation, and an appendix. The evaluation conducted by 25 teachers showed that the overall quality of the curriculum was rated at the highest level. Among the evaluated dimensions, training resources and materials received the highest mean score, while teaching methods and approaches received the lowest mean score, although it was still rated at a high level. Similarly, the expert evaluation also rated the curriculum at the highest overall level. Training resources and materials again received the highest mean score, while teaching methods and approaches had the lowest mean score but remained at a high level. These results confirm the overall effectiveness, quality, and consistency of the developed curriculum based on both teacher and expert evaluations.

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