Váradi Judit, Józsa Gabriella, Fodor Adrienne Sz, Molnár-Tamus Viktória, Szűcs Tímea
University of Debrecen Faculty of Music, Hungary.
Károli Gáspár University of the Reformed Church, Faculty of Pedagogy, Hungary.
Heliyon. 2023 May 28;9(6):e16463. doi: 10.1016/j.heliyon.2023.e16463. eCollection 2023 Jun.
The effectiveness of music education depends on the personal interaction between teachers and students in the pedagogical process. The presence of the music teacher, the initial presentation of music, and the immediate correction are all essential in individual instrumental training and group-based music education [1]. In our study, we examined the ICT skills and technical possibilities which music teachers (N = 352) had at their disposal during the COVID-19 pandemic, compiled the Internet platforms they used in their teaching, and asked whether they produced their own teaching materials. By using factor analysis, we explored music teachers' attitudes towards online education and identified four factors, namely student-centred, digital virtuoso, digitally creative, and difficult-to-adapt factors. The change in the learning environment and in familiar methods presented new challenges to most surveyed music teachers, who were creative in adapting to the situation and in preparing suitable teaching materials for their students.
音乐教育的有效性取决于教学过程中教师与学生之间的人际互动。音乐教师的在场、音乐的初次呈现以及即时纠正，在个别器乐训练和基于小组的音乐教育中都至关重要[1]。在我们的研究中，我们考察了在新冠疫情期间音乐教师（N = 352）所具备的信息通信技术技能和技术可能性，汇总了他们在教学中使用的互联网平台，并询问他们是否制作自己的教学材料。通过因子分析，我们探究了音乐教师对在线教育的态度，并确定了四个因子，即学生中心因子、数字能手因子、数字创意因子和难以适应因子。学习环境和熟悉方法的变化给大多数接受调查的音乐教师带来了新挑战，他们在适应形势和为学生准备合适的教学材料方面富有创造力。
