Qualitative Analysis of University Lecturers' Understanding and Approaches of Sight-Reading Teaching in China
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| Title: | Qualitative Analysis of University Lecturers' Understanding and Approaches of Sight-Reading Teaching in China |
|---|---|
| Language: | English |
| Authors: | Qi Lin, Koji Matsunobu |
| Source: | Music Education Research. 2025 27(3):304-317. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Music Education, Music Reading, College Faculty, Teacher Attitudes, Teaching Methods, Learning Activities, Feedback (Response), Pattern Recognition, Eye Movements |
| Geographic Terms: | China |
| DOI: | 10.1080/14613808.2025.2509948 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | Despite extensive research and applications of sight-reading instruction in Western countries, little is known about how sight-reading is perceived and taught in China. This paper bridges this gap by exploring the perceptions and teaching strategies of nine lecturers from six Chinese universities. Classroom observations, semi-structured interviews, and video discussions were conducted to gather data. The lecturers shared their views on sight-reading and emphasised the need for standalone courses. Their sight-reading teaching patterns included preparing activities (analysing the music, exercising the scales, getting used to specific rhythmic patterns, and singing the scores), providing ongoing feedback (paying attention to tempo and guiding eye movement on sheet music), and emphasising the importance of follow-up practice of patterns. However, the lecturers' pedagogies were based largely on their personal sight-reading experiences. They even doubted the effectiveness of their own teaching methods, which reduced their confidence. The study highlights the need for lecturers to overcome psychological and pedagogical barriers and further develop their teacher efficacy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474830 |
| Database: | ERIC |
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| Abstract: | Despite extensive research and applications of sight-reading instruction in Western countries, little is known about how sight-reading is perceived and taught in China. This paper bridges this gap by exploring the perceptions and teaching strategies of nine lecturers from six Chinese universities. Classroom observations, semi-structured interviews, and video discussions were conducted to gather data. The lecturers shared their views on sight-reading and emphasised the need for standalone courses. Their sight-reading teaching patterns included preparing activities (analysing the music, exercising the scales, getting used to specific rhythmic patterns, and singing the scores), providing ongoing feedback (paying attention to tempo and guiding eye movement on sheet music), and emphasising the importance of follow-up practice of patterns. However, the lecturers' pedagogies were based largely on their personal sight-reading experiences. They even doubted the effectiveness of their own teaching methods, which reduced their confidence. The study highlights the need for lecturers to overcome psychological and pedagogical barriers and further develop their teacher efficacy. |
|---|---|
| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2025.2509948 |
