建构主义视角下高师钢琴互动教学模式的路径探索
DOI:
https://doi.org/10.62177/fapad.v1i1.966关键词:
钢琴教学, 互动式教学模式, 建构主义, 信息技术, 自主学习摘要
在教育信息化高速发展的今天，传统钢琴教学模式在互动结构与个性化指导方面面临挑战。本文基于建构主义学习理论与社会互动理论，设计并实施了一项以《小步舞曲》为教学内容的课堂实验，探讨小组互动模式与智能钢琴练习系统（Flowkey）结合在高师钢琴教学中的应用效果。研究采用课堂观察法与访谈法，比较传统一对一教学（A组）与建构主义小组教学模式（B组）在课堂参与度、学习体验及教学反馈等方面的差异。结果表明，B组在课堂参与、自主练习与合作学习方面表现更积极，教师负担相对减轻，教学效率更高；而A组学生依赖性强、互动性不足，学习动力较弱。研究进一步指出，信息技术在课堂到课后联动机制中能有效提升学生练习效率与知识内化水平。本研究为优化高校钢琴教学组织形式、构建高效互动教学模式提供了实践案例与理论支持。
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Accepted: 2025-12-29
Published: 2025-12-31
