Harmonizing Technology and Tradition: The Impact of Blended Teaching in Chinese Primary and Secondary Music Education

Abstract

Purpose：The purpose is to examine the effectiveness of blended teaching methods in music education, aiming to enhance student engagement, comprehension, and academic performance while addressing the challenges and opportunities of incorporating technology into traditional music pedagogy.   Theoretical References：This paper employs a theoretical framework that merges social constructivism and sociocultural theory with blended music education. It focuses on integrating technology to enhance personalized learning, critical thinking community building in music teaching, informed by Guan et al. (2023).   Methodology：This study utilized a quantitative research design with a novel 5-point Likert scale questionnaire involving 70 music educators from primary and secondary schools in central China. Data were collected through an online survey platform and analyzed in four dimensions using SPSS24, with methods including descriptive statistics, reliability and validity tests, and correlation analysis.   Results and Conclusions：The findings suggest that blended teaching significantly enhances the quality of music education, increases student engagement, and promotes diverse pedagogical approaches. Challenges include maintaining student engagement and navigating technological complexities, but overall, the benefits outweigh these hurdles.   Research Implications：This study highlights the significant impact of blended learning approaches on music education in Chinese elementary and middle schools. It calls for a systematic integration of these methods into music curricula to improve student learning experiences. Key recommendations include enhancing teachers' technological skills, ensuring students have equal access to digital resources, and utilizing technology to augment traditional teaching practices.   Originality/Value：This research stands out for its detailed exploration of blended teaching methods in Chinese music education, a topic not widely covered in existing studies. It presents evidence of both the advantages and challenges of using technology in music education, offering important insights and practical suggestions for educators, curriculum designers, and policymakers to better incorporate technology into music education strategies.