Abstract
This study reports the results of a case study that investigated the impact of music education and pedagogy course based on flipped classroom on music major students in Beijing City University. The main findings from this study indicated that flipped classroom had a positive impact on stimulating students' learning motivation, which is related to three main themes: student-centered, peer motivation and deep learning. Although some of these impacts were not always clearly distinguished from the more general experience of higher music education, some effective practical paths had been identified in teaching that link to these three themes in some interrelated contexts. This study raises some important questions, that is, how to stimulate students' learning motivation in the distinctive music discipline, and discusses the direction of further reform of this course based on flipped classroom.
Highlights
In recent years, information technology has been developing at an unprecedented speed, subverting traditional educational forms and teaching models, and promoting the continuous advancement of educational reforms(Datnow, A., Hubbard, L., & Mehan, H, 2002)
The application of flipped classrooms has been continuously tried in the field of higher music education in China(Shu, T., 2018; Wang, H., 2018; Qu, H., & Xing, D., 2019)
Understanding the www.psychologyandeducation.net impact of the flipped classroom teaching model on students' learning motivation has become an important link for music educators to optimize the teaching structure and reform the teaching model(Hu Bin., 2018)
Summary
Information technology has been developing at an unprecedented speed, subverting traditional educational forms and teaching models, and promoting the continuous advancement of educational reforms(Datnow, A., Hubbard, L., & Mehan, H, 2002). Music theory courses in colleges and universities based on traditional teaching methods cannot keep up with the development of educational informatization on the one hand(Li, F., 2020). They cannot satisfy the learning methods and learning of the post-2000 student group known as the "Internet natives" habit(Stordy, P., 2012). The application of flipped classrooms has been continuously tried in the field of higher music education in China(Shu, T., 2018; Wang, H., 2018; Qu, H., & Xing, D., 2019). The application of flipped classrooms to higher music courses in China is still in the initial stage of exploration. Understanding the www.psychologyandeducation.net impact of the flipped classroom teaching model on students' learning motivation has become an important link for music educators to optimize the teaching structure and reform the teaching model(Hu Bin., 2018)
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