Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

受柯达利（Kodály）启发的教学法，通过与民间歌曲和旋律进行积极的音乐互动，使学生有效地参加音乐课程。这项研究的目的是探讨受柯达利启发的教学法对录音机性能和中学生对音乐的态度的影响。在研究中使用了准实验设计。实验组使用柯达（Kodály）启发式的教学法进行教学，对照组采用常规音乐教学方法进行为期9周的教学。进行了双向混合设计方差分析（ANOVA）和内容分析。记录器性能分级键，音乐课程态度量表和不限成员名额的问题用于收集数据。所以，研究结果表明，受柯达利启发的教学法对学生的录音机性能有显着影响，但研究人员没有发现对学生对音乐课程的态度有显着影响。此外，实验组的学生报告说他们的录音机性能和对音乐教育的态度有所改善。研究人员建议在音乐教师教科书中包含有关实施柯达教育法的信息，为教师提供在职培训，以使他们能够使用采用柯达教育法的教学法。