<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This paper proposes a teaching innovation based on cognitive mapping to address the current problem of dull music teaching in colleges and universities. The combination of BERT-weighted sentence vectors and IDCNN is used to label music topics in cognitive mapping, while music emotion labeling is achieved using BiGRU-Attention. The above music labeling is integrated into the construction of a teaching-oriented cognitive map, and a learning path planning method based on the RippleNet algorithm is proposed under the cognitive map. The teaching effect under the application of cognitive mapping was evaluated in terms of basic literacy and emotional expression after verifying the applicability of the learning path using DCG indicators. As a whole, the student’s basic music literacy improved by an average of 5.16 points in the first stage and by an average of 7.67 points in the whole stage analyzed. The fastest improvement was in Sample 22, which improved by 9.9 points in the first stage and another 3.7 points in the second stage. Learning path planning with the help of cognitive mapping is feasible in the reform of music teaching in colleges and universities.</p>
</abstract>

This paper proposes a teaching innovation based on cognitive mapping to address the current problem of dull music teaching in colleges and universities. The combination of BERT-weighted sentence vectors and IDCNN is used to label music topics in cognitive mapping, while music emotion labeling is achieved using BiGRU-Attention. The above music labeling is integrated into the construction of a teaching-oriented cognitive map, and a learning path planning method based on the RippleNet algorithm is proposed under the cognitive map. The teaching effect under the application of cognitive mapping was evaluated in terms of basic literacy and emotional expression after verifying the applicability of the learning path using DCG indicators. As a whole, the student’s basic music literacy improved by an average of 5.16 points in the first stage and by an average of 7.67 points in the whole stage analyzed. The fastest improvement was in Sample 22, which improved by 9.9 points in the first stage and another 3.7 points in the second stage. Learning path planning with the help of cognitive mapping is feasible in the reform of music teaching in colleges and universities.

Reform and Innovation of Teaching Music Curriculum in Colleges and Universities by Applying Cognitive Mapping

Applied Mathematics and Nonlinear Sciences

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

This paper proposes a teaching innovation based on cognitive mapping to address the current problem of dull music teaching in colleges and universities. The...

Reform and Innovation of Teaching Music Curriculum in Colleges and Universities by Applying Cognitive Mapping

Pubblicato online: 20 nov 2023

Pagine: -

Ricevuto: 05 dic 2022

Accettato: 31 mag 2023

DOI: https://doi.org/10.2478/amns.2023.2.01200

Parole chiave
Cognitive Mapping, IDCNN, BiGRU-Attention, RippleNet algorithm, DCG metrics, Music teaching and learning

© 2023 Xianzhi Xia et al., published by Sciendo

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

Reform and Innovation of Teaching Music Curriculum in Colleges and Universities by Applying Cognitive Mapping

Pubblicato online: 20 nov 2023

Pagine: -

Ricevuto: 05 dic 2022

Accettato: 31 mag 2023

DOI: https://doi.org/10.2478/amns.2023.2.01200

Parole chiaveCognitive Mapping, IDCNN, BiGRU-Attention, RippleNet algorithm, DCG metrics, Music teaching and learning

© 2023 Xianzhi Xia et al., published by Sciendo

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

Parole chiave
Cognitive Mapping, IDCNN, BiGRU-Attention, RippleNet algorithm, DCG metrics, Music teaching and learning