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Purpose: The purpose of this study is to explore Chinese music teachers’ Stages of Concern(SoC) and Levels of Use(LoU) for ‘Chinese music education curriculum standards 2011’ depending on the Concern-based Adoption Model(CBAM). Method: The subjects of this study are 180 elementary school teachers in Hefei. This study analyzes how the teachers’ SoC and LoU for ‘2011 version of music curriculum are changing as whole and also how the SoC and LoU are different according to gender, career years, and training times. The research tool is the questionnaire based on CBAM. To analyze the difference, Multivariate Analysis of Variance(MANOVA) was used. Results: The overview of results can be comprehended as follows: First, In analysis of SoC as whole, the teachers have the greatest interest in the 5th cooperative stage. Second, the music teachers’ SoC for 2011 version of music curriculum shows no difference according to gender, but shows a significant difference according to career years and training times. Third, the teachers’ LoU of 2011 music curriculum shows that effective implementation level 3 is the greatest. Conclusion: Fourth, the analysis of the teachers’ background variable shows that gender has no significant influence on implementation level of 2011’s revised music curriculum, whereas career years and training times have a significant influence on LoU for ‘Chinese music education curriculum standards 2011’.

Analysis on the Stages of Chinese Music Teachers' Concern and Levels of Use For Chinese Music Education Curriculum Standards 2011 Edition, China