Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice"

Zhou Miao; Zhang Huijuan

doi:doi:10.11648/j.si.20251306.12

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Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice"

Zhou Miao, Zhang Huijuan^*

Published in Science Innovation (Volume 13, Issue 6)

Received: 15 October 2025 Accepted: 12 November 2025 Published: 10 December 2025

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Abstract

This paper discusses the latest 2024 edition of primary school music textbooks published by People's Education Press. By analyzing the theme-based courses related to "stories" in the first-grade music textbooks, and connecting them with the core literacy requirements of "creative practice" proposed in the 2022 edition of the "Art Curriculum Standards," it explores the necessity and current status of integrating "story" elements into music teaching practices for lower-grade primary school students. In a multicultural world, music classrooms should not be limited to the mastery of musical skills but should also facilitate cultural learning and dissemination, as well as teachers' attention to and cultivation of students' positive emotions. "Stories" are a preferred learning method for younger students. While Chinese language classes often use "fables" to convey philosophical insights, music classes can employ "fairy tales" to help students perceive melodies, master songs, and stimulate their imagination, thereby developing their "creative practice" abilities. The latest edition of the People's Education Press first-grade music textbook employs narrative-based approaches to initiate classroom instruction. Through the utilization of cartoon characters for questioning and dialogue, it effectively stimulates students' cognitive engagement and comprehension of musical concepts. The intricate rhythms and dynamic melodies in music are rendered more accessible through narrative explanations, thereby fostering students' creative abilities. This study aims to explore how the process of story-based "singing games", which fully harness students' creativity, can achieve the subtle yet profound impact of music education.

Published in	Science Innovation (Volume 13, Issue 6)
DOI	10.11648/j.si.20251306.12
Page(s)	147-151
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Storytelling-based Teaching, Creative Practice, People's Education Press Music Textbook (2024), Fusion of Subject

References

[1]	中华人民共和国教育部.义务教育艺术课程标准(2022年版)[S]. 北京: 人民教育出版社, 2022. 第5页.
[2]	洛秦著罗艺峰导读. 音乐中的文化与文化中的音乐(新修订版) [M]. 上海:上海音乐学院出版社, 2021: 7. 第2页.
[3]	徐盼. 浅析故事导入法对小学音乐课堂教学的积极作用[A]2020年中小学教学改革创新研讨会论文集 [C]. 中国管理科学研究院教育科学研究所,中国管理科学研究院教育科学研究所, 2020: 3.
[4]	孟青.浅谈小学音乐课堂趣味性提升的有效策略[A]2021年课堂教学教育改革专题研讨会论文集 [C]. 教育部基础教育课程改革研究中心,教育部基础教育课程改革研究中心, 2021: 2.
[5]	赵小茜, 柴琼琼. 儿童音乐绘本在幼儿园音乐教学中的应用策略研究 [A] 2023年第九届中国陶行知研究座谈会论文集 [C]. 中国陶行知研究会,中国陶行知研究会, 2023: 3.
[6]	杨妍. 浅谈以绘本故事为载体的幼儿音乐活动设计——以“妙”儿童奥尔夫音乐绘本系列课程为列 [A] “行知纵横”教育与教学研究论坛(第九期)论文集[C]. 成都市陶行知研究会,成都市陶行知研究会, 2023: 6.
[7]	李莹. 探析小学音乐教学中培养学生音乐核心素养的有效途径 [C]. 2024年第二届教育创新与经验交流研讨会, 2024: 149-152.
[8]	周海宏. 2024年人教版小学音乐教材. [M]. 北京: 人民教育出版社, 2024.
[9]	齐易张文川著.音乐艺术教育[M]. 北京:人民出版社, 2002: 2.第72页.
[10]	(美)贝内特·雷默著熊蕾译. 音乐教育的哲学[M]. 北京:人民音乐出版社, 2003: 5.第26页.

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Miao, Z., Huijuan, Z. (2025). Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice". Science Innovation, 13(6), 147-151. https://doi.org/10.11648/j.si.20251306.12

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Miao, Z.; Huijuan, Z. Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice". Sci. Innov. 2025, 13(6), 147-151. doi: 10.11648/j.si.20251306.12

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AMA Style

Miao Z, Huijuan Z. Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice". Sci Innov. 2025;13(6):147-151. doi: 10.11648/j.si.20251306.12

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@article{10.11648/j.si.20251306.12,
  author = {Zhou Miao and Zhang Huijuan},
  title = {Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice"
},
  journal = {Science Innovation},
  volume = {13},
  number = {6},
  pages = {147-151},
  doi = {10.11648/j.si.20251306.12},
  url = {https://doi.org/10.11648/j.si.20251306.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251306.12},
  abstract = {This paper discusses the latest 2024 edition of primary school music textbooks published by People's Education Press. By analyzing the theme-based courses related to "stories" in the first-grade music textbooks, and connecting them with the core literacy requirements of "creative practice" proposed in the 2022 edition of the "Art Curriculum Standards," it explores the necessity and current status of integrating "story" elements into music teaching practices for lower-grade primary school students. In a multicultural world, music classrooms should not be limited to the mastery of musical skills but should also facilitate cultural learning and dissemination, as well as teachers' attention to and cultivation of students' positive emotions. "Stories" are a preferred learning method for younger students. While Chinese language classes often use "fables" to convey philosophical insights, music classes can employ "fairy tales" to help students perceive melodies, master songs, and stimulate their imagination, thereby developing their "creative practice" abilities. The latest edition of the People's Education Press first-grade music textbook employs narrative-based approaches to initiate classroom instruction. Through the utilization of cartoon characters for questioning and dialogue, it effectively stimulates students' cognitive engagement and comprehension of musical concepts. The intricate rhythms and dynamic melodies in music are rendered more accessible through narrative explanations, thereby fostering students' creative abilities. This study aims to explore how the process of story-based "singing games", which fully harness students' creativity, can achieve the subtle yet profound impact of music education.
},
 year = {2025}
}

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TY  - JOUR
T1  - Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice"

AU  - Zhou Miao
AU  - Zhang Huijuan
Y1  - 2025/12/10
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251306.12
DO  - 10.11648/j.si.20251306.12
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 147
EP  - 151
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251306.12
AB  - This paper discusses the latest 2024 edition of primary school music textbooks published by People's Education Press. By analyzing the theme-based courses related to "stories" in the first-grade music textbooks, and connecting them with the core literacy requirements of "creative practice" proposed in the 2022 edition of the "Art Curriculum Standards," it explores the necessity and current status of integrating "story" elements into music teaching practices for lower-grade primary school students. In a multicultural world, music classrooms should not be limited to the mastery of musical skills but should also facilitate cultural learning and dissemination, as well as teachers' attention to and cultivation of students' positive emotions. "Stories" are a preferred learning method for younger students. While Chinese language classes often use "fables" to convey philosophical insights, music classes can employ "fairy tales" to help students perceive melodies, master songs, and stimulate their imagination, thereby developing their "creative practice" abilities. The latest edition of the People's Education Press first-grade music textbook employs narrative-based approaches to initiate classroom instruction. Through the utilization of cartoon characters for questioning and dialogue, it effectively stimulates students' cognitive engagement and comprehension of musical concepts. The intricate rhythms and dynamic melodies in music are rendered more accessible through narrative explanations, thereby fostering students' creative abilities. This study aims to explore how the process of story-based "singing games", which fully harness students' creativity, can achieve the subtle yet profound impact of music education.

VL  - 13
IS  - 6
ER  -

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Author Information

Zhou Miao

Conservatory of Music, Jiangsu Normal University, Xuzhou, China

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Zhang Huijuan

Conservatory of Music, Jiangsu Normal University, Xuzhou, China

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Plain Text BibTeX RIS

APA Style

Miao, Z., Huijuan, Z. (2025). Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice". Science Innovation, 13(6), 147-151. https://doi.org/10.11648/j.si.20251306.12

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ACS Style

Miao, Z.; Huijuan, Z. Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice". Sci. Innov. 2025, 13(6), 147-151. doi: 10.11648/j.si.20251306.12

Copy | Download

AMA Style

Miao Z, Huijuan Z. Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice". Sci Innov. 2025;13(6):147-151. doi: 10.11648/j.si.20251306.12

Copy | Download

@article{10.11648/j.si.20251306.12,
  author = {Zhou Miao and Zhang Huijuan},
  title = {Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice"
},
  journal = {Science Innovation},
  volume = {13},
  number = {6},
  pages = {147-151},
  doi = {10.11648/j.si.20251306.12},
  url = {https://doi.org/10.11648/j.si.20251306.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251306.12},
  abstract = {This paper discusses the latest 2024 edition of primary school music textbooks published by People's Education Press. By analyzing the theme-based courses related to "stories" in the first-grade music textbooks, and connecting them with the core literacy requirements of "creative practice" proposed in the 2022 edition of the "Art Curriculum Standards," it explores the necessity and current status of integrating "story" elements into music teaching practices for lower-grade primary school students. In a multicultural world, music classrooms should not be limited to the mastery of musical skills but should also facilitate cultural learning and dissemination, as well as teachers' attention to and cultivation of students' positive emotions. "Stories" are a preferred learning method for younger students. While Chinese language classes often use "fables" to convey philosophical insights, music classes can employ "fairy tales" to help students perceive melodies, master songs, and stimulate their imagination, thereby developing their "creative practice" abilities. The latest edition of the People's Education Press first-grade music textbook employs narrative-based approaches to initiate classroom instruction. Through the utilization of cartoon characters for questioning and dialogue, it effectively stimulates students' cognitive engagement and comprehension of musical concepts. The intricate rhythms and dynamic melodies in music are rendered more accessible through narrative explanations, thereby fostering students' creative abilities. This study aims to explore how the process of story-based "singing games", which fully harness students' creativity, can achieve the subtle yet profound impact of music education.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Exploration and Reflection on "Story-Based" Teaching in Primary School Music Classrooms Under the Guidance of "Creative Practice"

AU  - Zhou Miao
AU  - Zhang Huijuan
Y1  - 2025/12/10
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251306.12
DO  - 10.11648/j.si.20251306.12
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 147
EP  - 151
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251306.12
AB  - This paper discusses the latest 2024 edition of primary school music textbooks published by People's Education Press. By analyzing the theme-based courses related to "stories" in the first-grade music textbooks, and connecting them with the core literacy requirements of "creative practice" proposed in the 2022 edition of the "Art Curriculum Standards," it explores the necessity and current status of integrating "story" elements into music teaching practices for lower-grade primary school students. In a multicultural world, music classrooms should not be limited to the mastery of musical skills but should also facilitate cultural learning and dissemination, as well as teachers' attention to and cultivation of students' positive emotions. "Stories" are a preferred learning method for younger students. While Chinese language classes often use "fables" to convey philosophical insights, music classes can employ "fairy tales" to help students perceive melodies, master songs, and stimulate their imagination, thereby developing their "creative practice" abilities. The latest edition of the People's Education Press first-grade music textbook employs narrative-based approaches to initiate classroom instruction. Through the utilization of cartoon characters for questioning and dialogue, it effectively stimulates students' cognitive engagement and comprehension of musical concepts. The intricate rhythms and dynamic melodies in music are rendered more accessible through narrative explanations, thereby fostering students' creative abilities. This study aims to explore how the process of story-based "singing games", which fully harness students' creativity, can achieve the subtle yet profound impact of music education.

VL  - 13
IS  - 6
ER  -

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