{"id":425430,"date":"2026-08-21T00:39:04","date_gmt":"2026-08-20T16:39:04","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425430"},"modified":"2026-08-24T12:15:43","modified_gmt":"2026-08-24T04:15:43","slug":"%e5%bf%83%e6%99%ba%e5%9c%96%e6%95%99%e5%ad%b8%e5%b0%8d%e5%b0%8f%e5%ad%b8%e5%9b%9b%e5%b9%b4%e7%b4%9a%e5%ad%b8%e7%94%9f%e4%b8%ad%e6%96%87%e9%96%b1%e8%ae%80%e8%83%bd%e5%8a%9b%e7%9a%84%e6%88%90%e6%95%88","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e5%bf%83%e6%99%ba%e5%9c%96%e6%95%99%e5%ad%b8%e5%b0%8d%e5%b0%8f%e5%ad%b8%e5%9b%9b%e5%b9%b4%e7%b4%9a%e5%ad%b8%e7%94%9f%e4%b8%ad%e6%96%87%e9%96%b1%e8%ae%80%e8%83%bd%e5%8a%9b%e7%9a%84%e6%88%90%e6%95%88\/","title":{"rendered":"\u5fc3\u667a\u5716\u6559\u5b78\u5c0d\u5c0f\u5b78\u56db\u5e74\u7d1a\u5b78\u751f\u4e2d\u6587\u95b1\u8b80\u80fd\u529b\u7684\u6210\u6548"},"content":{"rendered":"<p>THIS STUDY EMPLOYS QUALITATIVE RESEARCH METHODS, CONDUCTING SEMI-STRUCTURED INTERVIEWS WITH TEN KINDERGARTEN TEACHERS IN MACAO. THE STUDY FURTHER ANALYSES AND SUMMARISES THE PARTICIPANTS&#8217; PERCEPTIONS OF MUSIC TEACHING, MUSIC CURRICULUM DESIGN, TEACHING PRACTICES, PRACTICAL CHALLENGES, AND THE SUPPORT NEEDED TO DEVELOP MUSIC EDUCATION. THE FINDINGS OF THE STUDY ARE AS FOLLOWS: 1. THE STUDY EXPLORES KINDERGARTEN TEACHERS&#8217; PERCEPTIONS AND ATTITUDES TOWARDS MUSIC TEACHING, REVEALING THAT ALL PARTICIPANTS RECOGNISE THE IMPORTANCE OF FUNDAMENTAL MUSIC KNOWLEDGE AND SKILLS, ALTHOUGH THERE IS A NOTICEABLE VARIATION IN THE MUSIC PROFICIENCY LEVEL AMONG TEACHERS. A SOLID FOUNDATION IN MUSIC IS ESSENTIAL FOR DELIVERING HIGH-QUALITY MUSIC INSTRUCTION. FURTHER TO PROFESSIONAL SKILLS, TEACHERS&#8217; ATTITUDES TOWARDS MUSIC TEACHING ALSO VARY. WHILE MOST PARTICIPANTS ARE PASSIONATE ABOUT MUSIC EDUCATION, SOME HOLD NEUTRAL OR CONSERVATIVE VIEWS, AND A FEW LACK MUCH INTEREST. THEIR INVOLVEMENT IN TEACHING IS PRIMARILY DRIVEN BY PROFESSIONAL DUTIES AND SCHOOL CURRICULUM REQUIREMENTS, WITH SOME MISSING INTRINSIC MOTIVATION OR ENTHUSIASM FOR TEACHING MUSIC. ADDITIONALLY, SOME TEACHERS&#8217; LIMITED INTEREST IN MUSIC TEACHING MAY BE RELATED TO A LACK OF MUSICAL TALENT OR CONFIDENCE. 2. THIS STUDY ANALYSES THE CURRENT STATE OF MUSIC CURRICULUM TEACHING IN KINDERGARTENS. MOST MUSIC INSTRUCTION WITHIN KINDERGARTENS IN MACAO ALIGNS WITH THE GUIDELINES PROVIDED BY THE EDUCATION AND YOUTH DEVELOPMENT BUREAU, WITH TWO MUSIC CLASSES ARRANGED PER WEEK, EACH SESSION LASTING ABOUT 30 MINUTES. WHILE THEMATIC TEACHING IS A SIGNIFICANT MODEL IN KINDERGARTEN MUSIC CURRICULA, OVER-RELIANCE ON IT SHOULD BE AVOIDED. THE STUDY SUGGESTS THAT TEACHERS SHOULD BALANCE THEMATIC TEACHING WITH SYSTEMATICALLY CULTIVATING FUNDAMENTAL MUSIC KNOWLEDGE AND SKILLS. REGARDING STAFFING, MUSIC CLASSES ARE TYPICALLY CO-TAUGHT BY TWO CLASSROOM TEACHERS, WITH ONE REQUIRED TO HAVE INSTRUMENTAL SKILLS. THIS ARRANGEMENT SUPPORTS MORE PROFESSIONAL MUSIC INSTRUCTION, ENRICHES TEACHING CONTENT, AND ENHANCES CHILDREN&#8217;S MUSICAL EXPERIENCES. HOWEVER, CHALLENGES REMAIN DUE TO HEAVY TEACHER WORKLOADS AND INSUFFICIENT RESOURCES AND FACILITIES. DESPITE THESE LIMITATIONS, KINDERGARTEN TEACHERS IN MACAO CONTINUE TO IMPLEMENT PERSONALISED TEACHING APPROACHES AND ADOPT DIVERSE, INNOVATIVE, AND INDIVIDUALISED TEACHING METHODS IN THEIR MUSIC CURRICULA. THE INTERVIEWED TEACHERS DEMONSTRATED A BROAD AND INNOVATIVE APPROACH TO CURRICULUM DESIGN AND PRACTICE, REFLECTING THEIR DEEP UNDERSTANDING AND PROFESSIONAL COMPETENCE IN EARLY CHILDHOOD MUSIC EDUCATION. 3. KINDERGARTEN TEACHERS IN MACAO FACE VARIOUS CHALLENGES IN TEACHING MUSIC CURRICULA, MOST DUE TO THE COMPREHENSIVE AND OBJECTIVE ASSESSMENT OF CHILDREN&#8217;S MUSICAL ABILITIES. THE STUDY FINDS THAT TEACHERS TYPICALLY STRUGGLE TO EVALUATE MUSICAL CONCEPTS, RHYTHM, CREATIVITY, INTEREST, AND ENGAGEMENT. ADDITIONALLY, PRONUNCIATION ACCURACY AND DEVELOPMENTAL DIFFERENCES AMONG CHILDREN ARE SIGNIFICANT FACTORS IN THE ASSESSMENT PROCESS. 4. THIS STUDY AIMS TO DELVE INTO THE CHALLENGES AND NEEDS FACED BY KINDERGARTEN TEACHERS IN MUSIC CURRICULUM PRACTICE, PARTICULARLY IN MUSIC EDUCATION. THE FINDINGS INDICATE THAT THE DEVELOPMENT OF MUSIC EDUCATION IN KINDERGARTENS IS INFLUENCED BY MULTIPLE FACTORS, WITH THE LEVEL OF IMPORTANCE AND SUPPORT GIVEN TO MUSIC EDUCATION BY SCHOOLS BEING A CRITICAL ISSUE. SPECIFICALLY, SOME PARTICIPANTS NOTED THAT SCHOOLS PLACE LIMITED EMPHASIS ON MUSIC EDUCATION, PRIORITISING CORE SUBJECTS SUCH AS LANGUAGE AND ENGLISH, WHILE OTHERS REPORTED THAT SCHOOLS PROVIDE AMPLE RECOGNITION AND SUPPORT FOR MUSIC EDUCATION. THIS DISPARITY LEADS TO AN IMBALANCE IN MUSIC TEACHING RESOURCES AND ENVIRONMENTS, AFFECTING TEACHERS&#8217; ABILITY TO CONDUCT MUSIC TEACHING ACTIVITIES EFFECTIVELY. WHILE SOME SCHOOLS PLACE A HIGH VALUE ON MUSIC EDUCATION, OVEREMPHASISING CERTAIN ASPECTS OF TRAINING MAY LEAD TO AN IMBALANCED DEVELOPMENT OF MUSIC EDUCATION. FURTHERMORE, THE STUDY FINDS THAT KINDERGARTEN TEACHERS HAVE VARYING LEVELS OF MUSICAL BACKGROUND AND TEACHING EXPERIENCE. DESPITE HAVING A BASIC UNDERSTANDING OF MUSIC, SOME TEACHERS FALL SHORT IN TEACHING METHODS AND STRATEGIES, WHILE OTHERS LACK SYSTEMATIC MUSIC KNOWLEDGE AND SKILLS. THESE DIFFERENCES IN CAPABILITY LIMIT THE QUALITY OF MUSIC INSTRUCTION AND HINDER THE COMPREHENSIVE DEVELOPMENT OF CHILDREN&#8217;S MUSICAL LITERACY. 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