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<p>The integration of traditional music culture into music education in higher education institutions is crucial for enhancing students’ musical literacy and cultural refinement and fostering cultural self-confidence. This paper addresses the integration of music teaching with traditional music culture, employing a coupled coordination degree model based on the CRITIC method to quantitatively assess this integration at a specific music college. Key influencing factors were identified across seven dimensions and were used as condition variables in a fuzzy-set Qualitative Comparative Analysis (fsQCA). The analysis indicates that the current level of integration at the institution is critically low, categorized as “endangered dysfunction,” with an average coupling coordination degree of 0.478. The fsQCA identified four distinct pathways, accounting for approximately 82.6% of the variance in integration levels. To enhance the integration of music teaching and traditional music culture effectively, institutions should focus on several strategic dimensions: curriculum development, instructional materials, interactive teaching methods, technology integration, faculty development, the incorporation of traditional music cultural practices, and the promotion of scholarly research in traditional music culture. This multifaceted approach promises to significantly advance the integration process, benefiting both educational outcomes and cultural preservation.</p>
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The integration of traditional music culture into music education in higher education institutions is crucial for enhancing students’ musical literacy and cultural refinement and fostering cultural self-confidence. This paper addresses the integration of music teaching with traditional music culture, employing a coupled coordination degree model based on the CRITIC method to quantitatively assess this integration at a specific music college. Key influencing factors were identified across seven dimensions and were used as condition variables in a fuzzy-set Qualitative Comparative Analysis (fsQCA). The analysis indicates that the current level of integration at the institution is critically low, categorized as “endangered dysfunction,” with an average coupling coordination degree of 0.478. The fsQCA identified four distinct pathways, accounting for approximately 82.6% of the variance in integration levels. To enhance the integration of music teaching and traditional music culture effectively, institutions should focus on several strategic dimensions: curriculum development, instructional materials, interactive teaching methods, technology integration, faculty development, the incorporation of traditional music cultural practices, and the promotion of scholarly research in traditional music culture. This multifaceted approach promises to significantly advance the integration process, benefiting both educational outcomes and cultural preservation.

Research on the Integration Strategy of College Music Teaching and Traditional Music Culture in the Context of Internet Plus

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The integration of traditional music culture into music education in higher education institutions is crucial for enhancing students’ musical literacy and...

Research on the Integration Strategy of College Music Teaching and Traditional Music Culture in the Context of Internet Plus

Online veröffentlicht: 30. Mai 2024

Seitenbereich: -

Eingereicht: 02. März 2024

Akzeptiert: 04. Mai 2024

DOI: https://doi.org/10.2478/amns-2024-1259

Schlüsselwörter
Critic method, Coupled coordination degree model, fsQCA, Group path analysis, Music teaching

© 2024 Weihua Kuai, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Research on the Integration Strategy of College Music Teaching and Traditional Music Culture in the Context of Internet Plus

Online veröffentlicht: 30. Mai 2024

Seitenbereich: -

Eingereicht: 02. März 2024

Akzeptiert: 04. Mai 2024

DOI: https://doi.org/10.2478/amns-2024-1259

SchlüsselwörterCritic method, Coupled coordination degree model, fsQCA, Group path analysis, Music teaching

© 2024 Weihua Kuai, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Critic method, Coupled coordination degree model, fsQCA, Group path analysis, Music teaching