This research investigates the main strategic approaches used by students for learning sight-singing in aural skills training. Using Q method, 41 college-level music students were invited to think about the importance of a wide range of strategies for their sight-singing acquisition. Factor analysis revealed three main strategic approaches: the pragmatic approach, the analytic approach, and the sound-first approach. Post hoc analyses indicated that these strategic approaches do not provide a valid typology of music students; rather, they reveal underlying conceptions about the purposes of sight-singing, which are likely to evolve according to an individual’s musical training. For sight-singing strategy instruction, these findings offer new insights for understanding better the influence of students’ prior musical knowledge on their use of sight-singing strategies. The discussion highlights the need for (re)establishing clear educational expectations that are capable of fulfilling teachers’ musical ideals.

本研究调查了学生在听觉技能训练中用于学习视唱的主要策略方法。使用Q方法，邀请了41名大学水平的音乐学生来思考各种策略对他们的视听习得的重要性。因子分析揭示了三种主要的战略方法：务实方法，分析方法和声音优先方法。事后分析表明，这些策略性方法未提供音乐类学生的有效分类学。相反，它们揭示了有关视听目的的基本概念，这些概念可能会根据个人的音乐训练而演变。对于视听策略指导，这些发现提供了新的见解，可以更好地理解学生先前的音乐知识对他们使用视唱策略的影响。讨论强调了需要（重新）建立能够满足教师音乐理想的明确的教育期望。