Reflections on Teaching Methods Catering to Students' Psychological Needs in Music Education Practice
DOI:
https://doi.org/10.54097/cp4fvw25Keywords:
Music Education, Self-Determination Theory, Performance Anxiety, Positive Psychology, Flow Experience, Emotional RegulationAbstract
Music education has two purposes at the same time: cultivating aesthetic consciousness and fostering all-round development of people. However, the traditional model of teaching is highly structured and generally focuses on students' technical abilities rather than addressing their emotions and psychology; therefore, performance anxiety and a lack of intrinsic motivation have increased. Critically examine teaching methods in music education that address the psychological needs of students according to the frameworks of Self-Determination Theory (SDT), positive psychology and socio-emotional learning. Based on the research, an autonomy-supporting teaching environment that meets students' basic psychological needs for autonomy, competence and relatedness can enhance their interest in music and creativity. In addition, this paper explores the psychological reasons for Music Performance Anxiety (MPA) and puts forward cognitive-behavioural and empathy-based interventions to help students learn emotional regulation and a sense of 'flow'. Change from a traditional, teacher-led model to a more flexible, student-centered one to foster all-around development in music education. Finally, this study offers supporting data to guide music teachers in creating inclusive, psychologically supportive teaching plans that promote all-round development of students.
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