Hui Wang. An Empirical Study on The Development of Music Cognition by Different Teaching Methods Based on Parameter Equation. Dynamic Systems and Applications 30 (2021) No.4, 615-624

https://doi.org/10.46719/dsa20213048

ABSTACT.
In the early stage of China’s music education reform, music cognition focused on the cultivation of students’ comprehensive music quality. Therefore, the mainstream education view usually takes the primary task of music education by using a variety of teaching methods to strengthen the development of elements. China’s music education cognitive research has entered a rapid development era, and music teaching methods have become increasingly rich, and music classroom is no longer limited to a single teaching form. In the process of music education, attention should be paid to imparting knowledge and students’ ability to participate in practical music activities. Music cognition training is an important part of music education, which can not only enrich the teaching content, but also make the teaching plan targeted, so it has attracted more and more attention. The basic way of social music education is music teaching activities. Through teaching activities, various music education tasks can be accomplished and educational goals implemented, thus highlighting the importance of different music teaching methods and music teaching activities. The purpose of this paper is to systematically study the growth law of students in music cognition, scientifically plan teaching methods and teaching plans through the parametric equation theory, and study different music teaching methods. Taking different teaching methods as independent variables and cognitive development results as dependent variables, the relationship between them is studied by using parametric equation. So as to make the research angle more unique and in-depth, so as to provide music teachers with teaching design ideas of music cognitive development.

Keywords: Parametric equation, teaching means, music cognitive development.