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A Study on the Mechanisms of Influence of High School Music Curriculum Instructional Design on Developing Students' Core Literacy in Music Subject - Structural Equation Modeling

Li Jiaxin
DOI: http://dx.doi.org/10.21013/jems.v19.n2.p5
Abstract

The level of high school music curriculum instructional design determines the effectiveness of high school students' music discipline core literacy development. To clarify the mechanism of the influence of high school music curriculum instructional design on the cultivation of students' core literacy in music can help the cultivation of high school students' core literacy in music. The empirical study using structural equation modeling found that there were significant correlations among the four dimensions within the questionnaire: instructional goals, instructional content, instructional implementation, and instructional evaluation in high school music curriculum instructional design; there was no direct effect of instructional content on developing high school music discipline core literacy; there was a significant mediating effect of instructional implementation and instructional evaluation between instructional goals and high school music discipline core literacy There is no direct influence of teaching content on the development of core literacy in high school music; there is a significant mediating influence of teaching implementation and teaching evaluation between teaching objectives and core literacy in high school music; teaching objectives have a significant positive influence of teaching evaluation on teaching content, teaching practice and teaching evaluation. In this regard, in the process of high school music curriculum instructional design, music teachers should further enrich the instructional design system that helps develop students' core literacy in music.

Keywords
music curriculum instructional design; students' music discipline core literacy; influence mechanism; structural way model
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