This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by “neutral” teacher feedback; (2) clearly defined learning expectations, lesson structure, and work habits that are mutually understood by student and teacher; (3) a clear emphasis on learning to practice effectively in the student’s own time, including “practicing practicing” within the lesson; and (4) explicit instruction on how to teach others. Analysis of the data suggests that this studio might be best understood through Bruner’s conception of a spiral curriculum, as the structure and content of all student lessons were virtually the same regardless of student level, but the complexity of the tasks increases greatly as students progress.

本研究调查了著名私人小提琴工作室中一位教师及其大学生的教学背景、教学技巧、人际关系和个人特征。通过课堂观察、访谈和对文物的分析，出现了以下主题：(1) 以“中立”教师反馈为特征的培育性、非评判性环境；(2) 明确界定学生和教师相互理解的学习期望、课程结构和工作习惯；(3) 明确强调学习在学生自己的时间有效地练习，包括在课内“练习练习”；(4) 关于如何教导他人的明确指示。数据分析表明，通过布鲁纳的螺旋课程概念可以最好地理解这个工作室，