Evaluation of the Effect of Integrating Local Music into Pre-Service Teacher Education for Preschool Education in Gansu Province Based on the CIPP Framework

Abstract

This paper takes the CIPP evaluation model as the theoretical framework to conduct a systematic evaluation of the current situation of integrating local music into pre-service teacher education in Gansu Province. Through context evaluation, it analyzes policy orientation and resource basis; input evaluation focuses on curriculum systems and teaching staff capabilities; process evaluation observes teaching practices and interaction patterns; and product evaluation quantifies the developmental effectiveness of children. The study reveals that Gansu Province has made remarkable progress in policy support, resource integration, and teacher training. However, issues such as an incomplete teaching material system, unbalanced professional capabilities of teaching staff, and insufficient innovation in teaching methods still exist. It is recommended to optimize the local music education system by improving teaching material development, strengthening teacher training, innovating teaching models, and constructing collaborative mechanisms, providing practical references for pre-school education reform in western regions.