在音乐教育中通过在线课程进行长期干预:对评估,表演,创造力和音乐文化的影响
1College of Music and Dance, Huaqiao University, Xia Men, China.
Acta psychologica
|August 3, 2025
概括
在线音乐课程增强了中国本科生的创造力和文化理解,但并没有显著提高感知或表演技能. 传统方法对于手动音乐发展至关重要.
科学领域:
- 音乐教育 技术 音乐教育 技术
- 高等教育中的数字学习
- 文化能力在音乐中的文化能力.
背景情况:
- 音乐教育的快速数字化转型需要对在线平台对学生能力的影响进行评估.
- 现有的研究往往忽视了在线学习对在不同文化背景下音乐教育的创意和文化方面的长期影响.
研究的目的:
- 评估在线音乐课程对中国本科生学习成果的长期影响.
- 研究对音乐感知和分析,表演技巧,音乐创造力和文化背景下的音乐的影响.
主要方法:
- 一项为期两年的研究 (2022-2024) 涉及287名中国音乐学院的学生随机分配到在线或传统课程组.
- 评估四个关键领域:音乐感知和分析 (MPCA-1),表演技巧 (MPCA-2),音乐创造力 (MPCA-3) 和文化背景下的音乐 (MPCA-4).
- 独立的样本t测试被用来分析数据.
主要成果:
- 在线音乐课程显著提高了音乐创造力 (MPCA-3),包括即兴表演和作曲技巧.
- 在线小组的学生在文化背景下对音乐有了更好的理解 (MPCA-4).
- 两组之间在音乐感知和分析 (MPCA-1) 或表演技能 (MPCA-2) 上没有发现显著差异.
结论:
- 在线学习平台可以有效地促进创意思维和音乐教育的跨学科参与,支持建设主义的学习理论.
- 传统的实践实践对于发展感知和基于表演的音乐技能至关重要.
- 建议在综合性音乐教育中采用混合方法,将数字工具与传统方法相结合.
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