VALUE-ORIENTED MUSIC EDUCATION IN BELARUS AND CHINA (COMPARATIVE ANALYSIS OF THE REGULATORY FRAMEWORK)

The article discusses the experience of Belarus and China, which provides a value orientation of the musical educational process. The implementation of the educational process in the field of musical art is based on the regulatory documents adopted by the state, which determine the directions and prospects for the development of music education, its methodological guidelines. The formation of a value attitude of a specialist with the highest qualification to their professional activity largely determines its success; therefore, the study of the value-oriented educational process in Belarus and China becomes relevant. The article analyzes the normative documents of the beginning of the 21st century that ensure the functioning of music education in the two countries. Having considered the normative documents that determine the current state and prospects for the development of the educational system of the Republic of Belarus, it can be stated that when determining the goals of the activity, there was no justification for the values on which the education and culture systems should be based. The prospects for the development of aesthetic and musical education planned until 2030 are also devoid of value orientations for the upcoming activities. An analysis of the pressing problems of education in China shows that since the beginning of the 21st century in the People’s Republic of China, the party and government have continued to pay close attention to the topical problems of aesthetic and, in particular, musical education. In the documents under consideration, the attitude to the values of education and the reliance of these values on the internal potential of the subjects of the educational process attracts attention. A comparative analysis of the two systems of music education allows us to note that in both countries a significant place is occupied by the social and humanitarian orientation of the educational process. The axiological aspect of education in China can be traced more clearly and is manifested more consistently in each of the normative documents. If the normative documents do not have a clear definition of values and goals in a particular area of the educational system of the state, then the personal and professional development of a teacher cannot receive a clear theoretical foundation on which the entire system of professional training of a specialist should be built

values of education, goals of the educational process, the Republic of Belarus, the People’s Republic of China, normative documents, aesthetic education, music education, directions of education development, functioning of music education, axiological regulations

Zuo Qing. Value-oriented music education in Belarus and China (comparative analysis of the regulatory framework). Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;2(63):346—353. DOI: 10.25683/VOLBI.2023.63.588