Author(s)

Hui Wang

Zhaoqing College, Zhaoqing, China.

The teaching concept of “flipped classroom” has gained wide attention in the field of education in recent years. At present, the researches in music class focus on music theory, and there is few in piano collective teaching. Nowadays, most of the music courses teaching (except piano, vocal music) is the same as other subjects. The traditional teaching mode of “teachers teach knowledge in class and students complete homework after class” has been used. The biggest problem of this traditional music education model is that students have poor learning initiative, the teaching process is rigid and teaching effect is poor. The flipped classroom encourages students to study by themselves before class and complete the task list according to the teacher’s guidance. In addition, there are many students in the major courses of professional theory, and it is too difficult for teachers to make corresponding teaching arrangements for each student’s situation. For which, teachers can only take care of the students of moderate degree in the class that constitute the majority of the class. For those students who learn fast and slow, it is often difficult to take care of them. As a result, the teaching effect is not satisfactory. With the wide application of electronic technology in colleges or universities classrooms, the teaching mode of “flipped classroom” is gradually cultivated. It has received extensive attention from education field both at home and abroad. This article analyzes the present situation of piano collective teaching in colleges and universities, the science and superiority of flipped classroom, and problems and obstacles that could possibly occur, then puts forward some measures to use the “flipped classroom” method.

Flipped Classroom, Music, Piano, Collective Teaching

Wang, H. (2018) The Application of Flipped Classroom in Colleges and Universities Piano Collective Classes. Creative Education, 9, 1021-1026. doi: 10.4236/ce.2018.97075.