Knowledge Graphs Empowering Innovation and Practice in Flipped Classrooms: A Case Study of the “History and Appreciation of Western Music” Course in Higher Normal Education
DOI:
https://doi.org/10.54097/3rsrh170Keywords:
Knowledge Graph, Flipped Classroom, Western Music History, Digital Transformation in Education, Problem-Oriented ApproachAbstract
Against the backdrop of educational digital transformation, traditional teaching models for higher normal education courses in Western music history face challenges. This paper proposes integrating knowledge graphs with flipped classrooms as an innovative approach. Pre-class construction of knowledge graphs and problem graphs visualises key concepts and establishes logical connections. During class, a ‘case-linked graph’ serves as the core, guiding students to conduct in-depth analysis of musical works, thereby promoting knowledge internalisation and dynamic generation. Post-class, students systematically review and dynamically refine the knowledge and problem graphs developed during pre- and in-class sessions via an intelligent platform. Coupled with a dynamic comprehensive evaluation system, this enables multidimensional competency assessment. Practice demonstrates that this model significantly enhances students' systematic cognition, learning initiative, and comprehensive abilities, offering valuable insights for the digital transformation of musicology courses.
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