Music Learning and Teaching Psychology

Author: Cao Lihe
Publisher:
Publish Date: 2000-04-01
Features: This is a teaching notebook, a learning notebook, and more importantly, a notebook of love! This book is written by Professor Cao Li of the Music Department of Capital Normal University, based on her extensive teaching experience. The book is divided into four parts: basic psychology, teacher-student psychology, learning psychology, and teaching psychology, providing an in-depth analysis of the psychology of music learning and teaching.
In China, teachers have always emphasized "teaching according to aptitude." In the "Wéizhèng" chapter of the Analects, Meng Yizi, Meng Wubó, Ziyóu, and Zixi all asked Confucius about "filial piety," and Confucius gave them different teachings. Zhu Xi's annotations quote Cheng Yi as saying, "Ziyóu could nurture but lacked respect, while Zixi could uphold righteousness but lacked warmth and grace. Confucius taught them according to their aptitude and what they lacked, hence the differences." The term "aptitude and what they lacked" actually already includes the differences in students' personalities and psychological qualities.
Modern educational psychologists have systematically studied the psychological activities of students in learning, identified their psychological patterns, and used them to guide teaching, thereby achieving good teaching results. Music is an art that delights the heart and soothes the mind. When students study music, whether learning musical knowledge and skills, music appreciation, or engaging in musical performance and composition, their psychological activities are highly active. Music teachers should closely observe students' learning psychology to choose appropriate teaching methods and models, thereby improving teaching efficiency.
Professor Cao Li of the Music Department at Capital Normal University once selected typical schools in urban and rural areas of Beijing. She conducted surveys and tests on more than 2,000 teachers and students in over 30 primary, secondary, and higher education institutions, focusing on topics such as the psychology of music learning, the development of musical ability, and the qualities of music teachers. She collected valuable first-hand data. Based on her rich experience, she wrote the book Psychology of Music Learning and Teaching. Drawing on research findings from both domestic and international studies, she analyzes and proposes new insights, making it a practical textbook and reference book. Therefore, I am delighted to write this preface.
Qian Rénkāng
October 2, 1998