Sight-singing is an inescapable component of music training in higher education and is often challenging for students. However, some strategies could help students perform. Yet, the extent to which students can use strategies to improve their sight-singing performance remains unclear. This article asks two questions to fill this gap: (1) Which strategies do students use when sight-singing? (2) Does the application of some types of strategy predict performance? We recruited 56 postsecondary music students and asked them about their musical backgrounds. They then sight-sang a short melody while we recorded their eye movements. After that, we conducted semi-structured retrospective interviews, using eye-movement videos and attention distribution heatmaps to help participants remember the strategies they used. We analyzed the interview transcripts to identify the strategies students used and regrouped them into categories. We extracted seven categories and discovered that using body movements predicted rhythm scores, that using musical knowledge predicted pitch and combined scores, and that relying on automatic skills predicted all dimensions of sight-singing performance. We recommend that aural skills instructors teach strategies explicitly and help students develop robust musical knowledge, as they are required to build strong automatic skills.

视唱是高等教育音乐训练中不可避免的组成部分，对学生来说往往具有挑战性。然而，一些策略可以帮助学生表现。然而，学生可以在多大程度上使用策略来提高他们的视唱表现仍不清楚。本文提出两个问题来填补这一空白：（1）学生视唱时使用哪些策略？(2) 某些类型策略的应用是否可以预测绩效？我们招募了 56 名大专音乐学生，并询问了他们的音乐背景。然后，当我们记录他们的眼球运动时，他们会视唱一段短旋律。之后，我们进行了半结构化回顾性访谈，使用眼动视频和注意力分布热图来帮助参与者记住他们使用的策略。我们分析了访谈记录以确定学生使用的策略并将它们重新分组。我们提取了七个类别，发现使用身体动作预测节奏分数，使用音乐知识预测音高和组合分数，并且依靠自动技能预测视唱表演的所有维度。我们建议听觉技能教师明确地教授策略并帮助学生发展强大的音乐知识，因为他们需要建立强大的自动技能。并且依靠自动技能可以预测视唱表演的各个方面。我们建议听觉技能教师明确地教授策略并帮助学生发展强大的音乐知识，因为他们需要建立强大的自动技能。并且依靠自动技能可以预测视唱表演的各个方面。我们建议听觉技能教师明确地教授策略并帮助学生发展强大的音乐知识，因为他们需要建立强大的自动技能。