Music Education Guideline of Government-Paid Teaching Students, China
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The purpose of this research was to study the main existing problems funded by the government in Hunan Province, China, and to develop a regular education development plan funded by the government in Hunan Province, China. The data collection tool was an online questionnaire of 425 samples. The research statistics were frequency, mean, percentage, standard deviation, t-test, ANOVA, and multiple regression analysis.
The results of the frequency analysis showed that most of them were "women" and most of them lived in Changde and Xiangxi. The four measurement dimension options, namely local cultural value recognition, local cultural participation, music-cultural curricula connection, and homecoming development stability, were the linkages of local culture. In their frequency analysis of GPTS Cognition of Rural Teachers, almost all of them responded, “To guide students to become better people.” In a consistent, multi-frequency analysis of success, the subjects thought it made them happier. The subjects felt happiest because of “student achievement” and “social acceptance”.
The results of the hypothesis showed that analyzing the influence of the level of identity and the contribution of local cultural values on the degree of association of the local music culture curriculum could be written as follows: Y1= 1.061+0.286*X1+0.365*X2. Analysis of the influence of identity and the contribution of local cultural values on the stability of homeland development, the regression result was Y1= 1.140 = 0.372*X1 + 0.313 X2. Analysis of the influence of the local music culture curricula linkage on the stability of homecoming development, the higher the degree of coherence of the local music culture curricula, the better the stability of the hometown development. The equation could be written as Y1= 1.457 + 0.591*X3.
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