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The effect of metacognitive strategies-based teaching practice in guitar education on performance achievement
Psychology of Music ( IF 1.904 ) Pub Date : 2020-11-23 , DOI: 10.1177/0305735620968259
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This study aims to determine the effect of metacognitive strategies-based teaching practice in guitar education on preservice music teachers’ performance achievement. Preservice music teachers (n = 20) who were enrolled in and in the process of attending the School Instruments III-Guitar course offered by the Department of Music Education, under the school of Fine Arts Education within the Educational Faculty of Muğla Sıtkı Koçman University in Turkey during the 2018–2019 academic year constituted the sample group of the study. The study was designed as an experimental study that included a randomized pretest–posttest control group. The results revealed that both the control group students with traditional current-based education and the experimental group students with metacognitive strategies-based teaching achieved improvement in their guitar performance. However, no significant difference was found between the teaching methods used because the study was carried out with a small group and therefore has a weak statistical power to detect an effect. The results further indicated that the metacognitive strategies-based teaching practice in guitar education, as an effective alternative to the traditional curriculum-based method, can be used to achieve improvement in preservice music teachers’ guitar performance.



中文翻译:

基于元认知策略的吉他教学实践对表演成绩的影响

这项研究旨在确定在吉他教育中基于元认知策略的教学实践对职前音乐教师绩效表现的影响。职前音乐教师(n = 20)在2018年期间报名参加土耳其MuğlaSıtkıKoçman大学教育学院内美术教育学院音乐教育系提供的School Instruments III-Guitar课程并正在接受该课程的学生– 2019学年构成了研究的样本组。该研究被设计为一项实验研究,包括一个随机的前测后测对照组。结果表明,以传统的当前基础教育为基础的对照组学生和以元认知策略为基础的教学的实验组学生,其吉他演奏均得到了改善。然而,使用的教学方法之间没有发现显着差异,因为该研究是在小组中进行的,因此检测效果的统计能力较弱。研究结果进一步表明,吉他教育中基于元认知策略的教学实践可以有效地替代职前音乐教师的吉他演奏,可以替代传统的基于课程的教学方法。

更新日期:2020-12-23
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