The Influence of Innovative Teaching Effectiveness and Self-Regulated Learning Strategies on Music Learning Outcomes
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Abstract
Music is a common language in the world and an important way to cultivate people’s sentiments. For art college students, teachers' teaching methods and students' learning strategies are likely to improve the effectiveness of music learning. For cultivating art college students' good personal character, aesthetic ability is of great significance and has a profound impact on the overall development of students. In order to improve the effectiveness of teaching, teachers need to innovate the content and form of music teaching, design from the aspects of students' learning reality and interest cultivation, enrich students' learning experience, and improve students' learning strategies and methods.
Taking cognitive development theory as the breakthrough point, this paper examines the influence of teachers' innovative teaching effectiveness and self-regulated learning strategies on music learning outcomes and discusses the moderating role of self-regulated learning strategies. A questionnaire survey method was used to investigate the students of two art colleges, and a total of 619 valid questionnaires were finally obtained. The statistical results supported the research hypotheses by using confirmatory factor analysis, multiple regression analysis, and moderating models. The research results show that innovative teaching effectiveness and self-regulated learning strategies have a significant positive effect on music learning outcomes; self-regulated learning strategies moderate the effect of innovative teaching effectiveness on music learning outcomes. The higher the self-regulated learning strategies, the stronger the positive effect of innovative teaching effectiveness on music learning outcomes.
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