Assessment and Development Strategies for Creative Thinking Among Non-Music Teacher Training Students: A Case Study of the ‘Fundamentals of Music’ Course in Primary Education

Abstract

Creative thinking is an important component of the core literacy of the 21st century and also the main purpose of aesthetic education reform in the new era. Primary education teacher trainees are the direct implementers of future basic education aesthetic education, and their creative thinking level directly affects the quality of primary school music education. However, currently non music major music foundation courses in universities generally have a structural problem of emphasizing skill imitation over thinking cultivation, and emphasizing knowledge transmission over teaching transformation. Based on Guilford's theory of creative thinking and the laws of music education, this article conducted a field survey of 240 students and 12 teachers from three normal universities across the country to explore the actual situation of cultivating music creative thinking among non music normal students. An evaluation system was created, which includes 5 first level dimensions and 18 second level indicators. After one semester of teaching practice, it was tested and concluded that the "knowledge deconstruction ability transfer thinking transition" training model is effective. The research results indicate that adopting the PBL-OBE integrated teaching model can significantly improve the music creative thinking level of non music teacher trainees, and the teaching transformation ability has also been improved by 32.7%. This article provides a feasible model for the reform of non professional art courses in universities.