我国乡村地区缺乏音乐教师是一个普遍现象。本文采用个案研究的方法，选取我国西部一个县为个案，对我国农村音乐教师短缺问题进行多维度研究，即从音乐教师的招聘、质量、配置和功效发挥等角度理解不同层级学校的音乐教师短缺样态，并对农村音乐教育师资力量短缺的原因进行解释，尝试提出解决路径。 人们习惯于用音乐教师的短缺，即数量的多少来衡量音乐教育的资源和成效。这个简单的判断后面常常掩盖着农村音乐教师短缺多层面的样态和复杂的情形。 研究有如下发现： 音乐教师在招聘和使用方面，招聘难度大，音乐专业学生出于对培养成本和就业途径的权衡而不愿回到农村；地方政府则更重视升学和考试科目的教师补充；音乐教师兼课和转岗现象严重；音乐教师教育胜任力存在诸多短板。 在配置方面，音乐教师配置不均衡，因此，不同层级学校的音乐教师“短缺”内涵也不同：城区学校音乐教师数量超编但功能外溢，教师人手不足；城郊学校音乐教师数量不缺，但音乐教育质量难以保障；边远农村学校音乐教师数量少，且部分教师不能全情投入。 上述原因导致音乐教育不足，即音乐教师的胜任力不足、没有全力投入音乐教育教学、音乐教育资源不能平等地配置在不同的学校，其结果是不能保证农村的每个学生都接受到有质量的音乐教育。 究其原因，农村音乐教师的短缺及音乐教育的不足，是教育功利化带来了音乐教育功能的窄化，艺术成为升学和就业的工具，美育沦为智育的附庸。如何保证农村音乐教师和音乐教育的优质发展，本论文提出以下策略：从长期来看，师范院校要培养教育、专业和文化素养皆备的音乐教师，采取在地化的培养方式，倾向于在本地招生；从短期来看，采用强化教师培训、兼课走教、开设网络“双师课堂”的策略解决燃眉之急。

The lack of music teachers is a common phenomenon in rural areas of China. This paper chooses Z county in western China as a case and makes a multi-dimension study on the shortage of rural music teachers. The purpose of the study is try to understand the shortage of music teachers in different schools from recruitment, quality of education, allocation of teachers, and performance of music teachers, and explains the reasons of the shortage of music teachers in rural area, tries to put forward the solutions. People are used to using the amount of music teachers to measure the resources and effectiveness of music education. This simple judgment is often cover up the facts that the shortage of rural music teachers is multiple and complicated. The research has the following findings: It is difficult to recruit music teachers, and?students?majored?in?music are reluctant to back to the rural area because of the cost of training is high, while local governments pay more attention to the supply of teachers who teach examination subjects; The music teachers teach not only music; The competent insufficiency of the music teachers has been becoming a bottleneck. In the aspect of allocation, the music teachers' allocation is not balanced, the connotation of "shortage" of music teachers in different schools is different: The number of music teachers in urban schools is overdone and Their job content doesn't match their position; The number of music teachers in suburban schools is not lack, but it is difficult to guarantee the quality of music education; the number of music teachers in remote rural schools is small and some teachers are not fully engaged in teaching. The reasons mentioned above have led to a poor music education, namely, music teachers are incompetent and not concentrate on teaching, music education resources can not equally allocate in different schools, as a result, it is not possible to ensure that every student in the rural schools receives a good music education. The utilisation of education has led to the narrowing of music education functions, resulting in the shortage of music teachers in rural areas and the deficiency of music education. Art becomes a tool for entering university and getting a job, Aesthetic education becomes an appendage to intellectual education. How to ensure the development of rural music teachers and music education? This paper puts forward the following strategies: in the long run, normal university should cultivate music teachers with education, professional and cultural literacy, adopt the place-based teachers, recruit locally. In the short term, the government can strengthen teacher training, it is urgent to train teachers who can teach multiple courses and set up online class.