중국 중고등학생의 음악교육 교육과정 개혁 인식이 자아개념 및 창의성 발달에 미치는 영향 연구: 자아개념의 매개효과를 중심으로

This study aims to structurally examine the effects of students’ perceptions of curriculum reform in Chinese music education on self-concept and creativity development, and to empirically verify the mediating role of self-concept in this relationship. To this end, a survey was conducted with students who had experienced curriculum reform in the context of Chinese music education, and the collected data were analyzed using structural equation modeling (SEM). The results indicate that students’ positive perceptions of curriculum reform in Chinese music education have an overall significant effect on the formation of self-concept. This suggests that when the reformed music education curriculum is implemented in ways that emphasize learners’ cognitive processes, emotional experiences, and social interactions, students are more likely to develop a positive perception of themselves. In addition, self-concept was identified as a key factor influencing students’ creativity development, with students who possess a more positive self-concept demonstrating more active and self-directed attitudes toward creative thinking and musical expression. Furthermore, students’ perceptions of curriculum reform in Chinese music education were found to have a direct effect on creativity development even without the mediation of self-concept, indicating that curriculum reform contributes to fostering creativity by transforming learning environments and teaching–learning experiences. Moreover, self-concept was shown to play a significant mediating role in the relationship between perceptions of curriculum reform and creativity development, suggesting that the effects of music education curriculum reform can be strengthened through changes in learners’ psychological and emotional states.