Comprehensive Evaluation System for Realizing the Ability of University Piano Teaching

Abstract

Students benefit from teacher’s action during education in a variety of subjects. Identifying the need for a better understanding of the influence of various presentation types at different levels of student proficiency is extremely important. Moreover, these skills are also important to any technique of learning piano in a school environment. The significance of music in the school’s curriculum, new concepts for teaching music in the school, and new ideas for teaching piano were among them. This study focuses on a teaching environment and piano learning in which beginning and advanced piano students study to produce a particular style of staccato in three types of group instruction scenarios. The musical difficulty is only demonstrated through audio and observation of the teacher’s action performance. The comprehensive ability evaluation system for piano teaching can, to a certain extent, evaluate and sort the ability of college piano teaching. Therefore, this paper utilizes the attribute method in combination with instant analysis which provides seven attribute indicators. The approach is reasonable, and evaluating characteristics such as the level of the school’s teaching plan set and related psychological weights may well be revised as necessary to address users’ requirements. After completely integrating the qualities of the school and comprehensively examining various contributing factors, the students’ learning quality in different grades or the same grade of colleges and universities may be determined. A comparison against the existing schemes can effectively represent the school’s overall teaching level.