Volume 3,Issue 9
Research on Innovative Teaching Practices of Piano Accompaniment Courses under Four-Dimensional Integration and Reconstruction
This study focuses on the core course "Piano Accompaniment 2" in music majors at universities, addressing the prevalent "disconnect between learning and application" in current music education. A systematic teaching innovation paradigm integrating "emotion, technique, aesthetic education, and information technology" was constructed and implemented. Using a methodological framework combining the OBE (Outcome-Based Education) concept and the BOPPPS (Bridge-Objective-Pre-test-Participatory Learning-Post-test-Summary) teaching model, a structured educational system of "six stages, three layers, and three loops" was established through comprehensive reorganization of course objectives, content, methods, and evaluation systems. Research practice demonstrates that this model effectively transforms students from "skill learners" to "aesthetic educators" through innovative approaches such as red music guided listening, AI scenario creation, microteaching exercises, and dual-layer interactive evaluation. It promotes the deep integration of value guidance, professional competence, and aesthetic education practice. The teaching reform not only significantly enhances students' composition skills and performance abilities but also extends to diverse social application scenarios including special education, new media teaching, and intangible cultural heritage dissemination, forming a positive educational ecosystem of "learning-application-creation-communication." This study provides replicable practical pathways and theoretical references for curriculum reform in higher music education.
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