Research on the Current Status of Rural Music Education Resources and Measures for Improvement

Abstract

As a vital component of the aesthetic education system, rural music education serves as a key vehicle for preserving local culture and cultivating aesthetic literacy among rural students. The quality of its resource allocation directly impacts the balanced development of rural education and the effectiveness of cultural revitalization efforts. This study examines rural music education resources. Findings reveal significant shortcomings: Hardware facilities suffer from inadequate and outdated teaching equipment like instruments and sound systems, with some remote areas lacking even basic teaching spaces. Curriculum resources fall short in integrating local musical culture, while existing textbooks remain disconnected from students’ realities. Digital teaching resources exhibit low coverage and limited practicality. In-depth analysis reveals that unequal resource distribution, insufficient funding, the absence of an evaluation system, and low societal attention are the core causes of these issues. Therefore, this paper proposes targeted improvement measures: Establish an “urban-rural linkage” teacher training system to strengthen faculty through targeted training, job rotation exchanges, and online training; create a diversified funding mechanism by integrating government special allocations, social donations, and school-community partnership resources to improve hardware facilities; developing school-based curricula integrating local cultural elements and building digital resource-sharing platforms to enrich instructional content; and refining educational evaluation mechanisms by incorporating music education into rural school assessment systems to elevate its priority. This research aims to provide theoretical references and practical pathways for optimizing rural music education resource allocation and advancing high-quality aesthetic education development in rural areas.