The latest version of China’s National Compulsory Education Curriculum Programme and Standards 2022 (hereafter CECPS 2022) emphasises the cultivation of students’ collaborative capacities, mentioning ‘ carrying out the core literacy effectively’. From the perspective of music education, this study summarises the requirements for collaborative activities in compulsory courses of the music discipline within CECPS 2022 in the light of Social Interdependence Theory, and builds an Evaluation Index System of Collaborative Capacity (hereafter EISMCC) by employing the Delphi method and an Analytic Hierarchy Process approach. After 3 rounds of expert consultations and revisions, it was found that EISMCC in compulsory music education is comprised of 3 first-level indices, 7 second-level indices and 20 third-level indices. The index framework and the results of the weight distribution with reliable quality reflect the experts’ emphasis on the process, goal orientation and synergistic interaction of collaborative activities in music learning. The whole system considers people’s general understanding of collaborative capacity, the calls within CECPS 2022 for collaborative music activities, and the practical demands of music teaching in compulsory education. This study provides a theoretical basis, a design process paradigm, practical guidance and a valid tool for the evaluation of collaborative capacity in compulsory education.

中文翻译：

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构建我国义务音乐教育音乐协作能力评价指标体系——德尔菲法与层次分析法相结合


最新版《国家义务教育课程纲要和标准2022》（以下简称CECPS 2022）强调学生协作能力的培养，提到“有效落实核心素养”。本研究从音乐教育的角度出发，根据社会相互依存理论总结了CECPS 2022音乐学科必修课协作活动的要求，并采用德尔菲法构建了协作能力评价指标体系（以下简称EISMCC）。方法和层次分析法。经过3轮专家咨询和修订，义务音乐教育EISMCC由3个一级指标、7个二级指标和20个三级指标组成。该指标框架和质量可靠的权重分配结果体现了专家对音乐学习协作活动的过程、目标导向和协同互动的重视。整个体系考虑了人们对协作能力的普遍认识、CECPS 2022内部对协作音乐活动的呼声以及义务教育音乐教学的实际需求。本研究为义务教育协作能力评价提供了理论基础、设计过程范式、实践指导和有效工具。