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This study evaluates the music curriculum implementation in primary schools in Shandong Province, China, using the CIPP model, which assesses context, input, process, and product dimensions. A survey of 146 primary music teachers indicated high ratings across all dimensions, but also identified areas for improvement, such as resource diversity and teacher development. The findings suggest implications for enhancing music education and adapting educational policies to better serve student needs.

Author

naishah

Language

EN