Abstract
This chapter discusses China’s innovative teaching policies, particularly in the context of music education, and how these are reflected in academic literature. The literature review suggested a significant increase in discussions around creativity and innovation since 2000 but a decrease after 2020. Most studies focused on university rather than school music education, which deserves more attention. A strong interest was in promoting cultural and multicultural teaching approaches, particularly incorporating Chinese local culture into music education. However, other innovative teaching approaches, such as integrating technology and project-based learning, were often overlooked. To cope with these challenges, enhancing the pre-service education curriculum and strengthening in-service training programmes seems helpful in fostering innovative music teachers and teaching practices. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
| Original language | English |
|---|---|
| Title of host publication | Innovative teaching and classroom processes: Research perspectives from Germany and China |
| Editors | Timo EHMKE, John Chi-Kin LEE |
| Place of Publication | Abingdon, Oxon |
| Publisher | Routledge |
| Pages | 130-145 |
| ISBN (Electronic) | 9781003436065 |
| ISBN (Print) | 9781032565521 |
| DOIs | |
| Publication status | Published - 2025 |