Innovative methodology for teaching Guzheng performance in Chinese universities: theoretical foundations and practical implementation

The article presents and tests an innovative methodology for teaching Guzheng performance to music students in Chinese universities. The research aims to develop and experimentally verify the effectiveness of this innovative Guzheng teaching methodology. The methodology possesses a clear internal structure, comprising four interconnected components: goal-oriented, content-based, procedural, and diagnostic. The implementation of this innovative methodology is directed at the comprehensive development of students’ performance skills, creative thinking, and cultural-reflective competence. The theoretical foundation of the innovative Guzheng teaching methodology is based on the principles of constructivist pedagogy and J. Bruner’s theory of learning through discovery. Practical testing of the innovative Guzheng teaching methodology was carried out during a formative pedagogical experiment at the Institute of Music of Jilin University of Arts. The results of the formative pedagogical experiment, aimed at testing the innovative teaching methodology, indicate positive dynamics across a range of diagnostic indicators, including increased learning motivation, a rise in the level of artistic expressiveness in performance, and the development of students’ interpretative independence.