The development path of micro-course concept and university music education mode under the background of “Internet+”

Abstract

Abstract This study integrates the microcourse concept into the realm of university music education, leveraging the benefits of microcourses tailored specifically for this discipline. It introduces a problem-solving-oriented teaching model for university music microcourses. The paper delves into the unique attributes of music education microcourse resources and addresses the need for sharing these resources across universities. To this end, it advocates the use of the PBFT consensus algorithm, supplemented by enhancements to the algorithm itself, in conjunction with data security storage technologies to bolster the protection of educational resources in university music micro-courses. Furthermore, the research evaluates the effectiveness of the microcourse model in university music education by examining the independent learning capabilities and problem-solving skills of the learners. The analysis focuses on the impact of learning behaviors on the outcomes under the microcourse framework. The dimensions of learners’ independent learning ability are assessed in terms of implementation and adjustment, goal-setting and planning, and application and reflection. The findings reveal mean values of 3.9865±0.68024, 3.7696±0.68595, and 3.6508±0.60124 for these dimensions, respectively. Notably, the dimension of implementation and adjustment scored the highest, indicating that learners are capable of timely adjustments to their learning status in alignment with their educational goals and plans. The study concludes that support from music education micro-courses significantly enhances learners’ independence in learning, and the synergistic effect of this model presents distinct advantages.