한·중 실용음악 입시생 고등학교 3학년의 음악 이론 학습 성취도 비교 연구

Abstract

Since the Ministry of Foreign Affairs introduced policies to attract international students in 2003, the number of Chinese students in South Korea has steadily increased, consistently accounting for the highest proportion of foreign students through 2024. The proportion of Chinese students has also sig nificantly risen in the Applied Music Departments of various Korean universities, revealing several ed ucational challenges. Among these, a particularly prominent issue is that some Chinese students dis play relatively lower proficiency in fundamental music theory compared to their Korean peers. This deficiency in basic music theory proficiency not only negatively impacts their academic performance in music theory courses but also diminishes their learning outcomes in major practical skills and en semble classes. This study evaluated and compared the fundamental music theory proficiency of 205 high school senior applicants to Applied Music programs (composition, piano, guitar) from both Korea and China. The analysis confirmed that Chinese students exhibited significantly lower profi ciency across all areas of fundamental music theory than Korean students. In addition, some of the terminology and methods of harmony analysis were different, which may have negatively affected their learning achievement. Therefore, Korean colleges of practical music that attract Chinese stu dents need to take an active response, such as producing a guidebook for Chinese students centered on harmony analysis methods and different terminology. In addition, from the Chinese perspective, the development and utilization of teaching materials that reflect musical terms and notation methods commonly used in practical music education in the United States and Korea can positively contribute to the improvement of Chinese students' learning achievement.