MODERNLEŞME BAĞLAMINDA ÇİN VE KIRGIZİSTAN'DA MÜZİK EĞİTİMİNİN ÖZELLİKLERİ

Öz

Bu çalışma, kültürel mirasın korunması ve ulusal kimliğin şekillendirilmesi bağlamında Çin ve Kırgızistan'daki müzik eğitiminin ayırt edici özelliklerini belirlemeyi amaçlamaktadır. Kullanılan metodoloji, karşılaştırmalı analiz, yapısal-işlevsel yaklaşım, eğitim programlarının incelenmesi, ulusal eğitim politikası belgelerinin analizi ve Pekin Normal Üniversitesi ve Kırgız-Türkiye Manas Üniversitesi'nin müzik bölümlerinde uygulanan dijital uygulamaların içerik analizini içermektedir. Bulgular, her iki ülkenin de ulusal müzik geleneklerini çağdaş eğitim sistemine aktif olarak entegre ettiğini, geleneksel türler ve enstrümanları Avrupa öğretim yaklaşımlarıyla birleştirdiğini göstermektedir. Çin'de, özellikle "2035 Eğitim Modernizasyon Planı"nda da belirtildiği gibi, kadim geleneklerin küresel eğitim standartlarıyla sentezlenmesine özel bir önem verilmektedir. Kırgızistan, kendi folklorik geleneklerini korurken, Türk dili konuşan ülkelerle iş birliği yaparak öncelikle Batı Avrupa metodolojilerini benimsiyor. Her iki üniversite de müzik becerilerinin geliştirilmesine yönelik sanal platformlar, mobil uygulamalar ve simülasyon yazılımları gibi dijital teknolojileri aktif olarak uyguluyor. YuJa, Fingerssmart, Mint Muse, ComposeOn Academy) gibi uluslararası kuruluşlarla iş birliği içinde uzaktan eğitimin (Mektep24, ilimBox) erişilebilirliğine odaklanırken, Kırgızistan'da bu alanda uluslararası kuruluşlarla iş birliği yapılmaktadır. Araştırma, her iki ülkedeki müzik eğitiminin kültürlerarası ve çok kültürlü yetkinlikleri geliştirmeye, etno-kültürel kimliği korumaya ve temel sanatsal becerileri geliştirmeye yönelik olduğunu doğrulamaktadır. Elde edilen sonuçlar, müzik eğitimcileri için eğitim modellerinin iyileştirilmesinde, yenilikçi eğitim kurslarının geliştirilmesinde ve kültürel kimliğin korunması ve mesleki yeterlilik geliştirme bağlamında öğretim stratejilerinin modernleştirilmesinde kullanılabilir.

Anahtar Kelimeler

• kültür
• sanat
• uzaktan eğitim
• dijitalleşme
• milli değerler
• gelenekler

PECULIARITIES OF MUSIC EDUCATION IN CHINA AND KYRGYZSTAN IN THE CONTEXT OF MODERNISATION

Abstract

. This study aims to identify the distinctive features of music education in China and Kyrgyzstan in the context of preserving cultural heritage and shaping national identity. The methodology employed includes comparative analysis, a structural-functional approach, examination of educational programmes, analysis of national educational policy documents, as well as content analysis of digital practices implemented in music departments at Beijing Normal University and Kyrgyz-Turkish Manas University. The findings demonstrate that both countries are actively integrating national musical traditions into the contemporary educational system, combining traditional genres and instruments with European teaching approaches. In China, special emphasis is placed on synthesising ancient traditions with global educational standards, particularly reflected in the “Education Modernization Plan to 2035”. Kyrgyzstan primarily adapts Western European methodologies through cooperation with Turkic-speaking countries, while preserving its own folkloric traditions. Both universities are actively implementing digital technologies, including virtual platforms, mobile applications, and simulation software for developing musical skills. The study found that China possesses a well-developed digital infrastructure (XuetangX, CNMOOC, YuJa, Fingerssmart, Mint Muse, ComposeOn Academy), whereas Kyrgyzstan focuses on the accessibility of distance education (Mektep24, ilimBox) in partnership with international organisations. The research confirms that music education in both countries is oriented towards developing cross-cultural and multicultural competencies, preserving ethno-cultural identity, and enhancing key artistic skills. The results obtained may be used to improve training models for music educators, to develop innovative educational courses, and to modernise teaching strategies in the context of cultural identity preservation and professional competence development.

Keywords

• culture
• arts
• distance learning
• digitalisation
• national values
• traditions

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