В условиях цифровизации образования актуализируется проблема совершенствования методологии обучения игре на фортепиано. Цель исследования - выявить и обосновать эффективные методологические подходы к обучению игре на фортепиано в цифровой образовательной среде. Задачи: 1) охарактеризовать специфику цифровой образовательной среды в контексте обучения игре на фортепиано; 2) проанализировать существующие методологические подходы и обосновать необходимость их адаптации; 3) разработать и апробировать комплекс методологических подходов, релевантных условиям цифрового обучения пианистов. Исследование опирается на теоретический анализ научной литературы, моделирование образовательного процесса, эмпирические методы (опрос, наблюдение, педагогический эксперимент). Экспериментальной базой выступили музыкальные вузы и школы России (n=12), задействованные в реализации программ цифрового музыкального образования. В эксперименте приняли участие 86 студентов и 34 педагога. Достоверность результатов обеспечена триангуляцией данных. Выявлена специфика цифровой среды обучения игре на фортепиано, определяющая направления трансформации педагогической методологии. Обоснована продуктивность синтеза компетентностного, личностно-ориентированного и технологического подходов. Разработан и апробирован комплекс методологических стратегий обучения пианистов, адаптированный к условиям цифрового образования. Предложенные методологические решения обладают значительным потенциалом повышения качества цифровой подготовки пианистов. Результаты исследования представляют ценность для оптимизации педагогического процесса в музыкальных учебных заведениях. Дальнейшие перспективы связаны с масштабированием разработанной методологии, расширением спектра цифровых образовательных технологий.
In the context of digitalization of education, the problem of improving the methodology of teaching piano playing is being actualized. The purpose of the study is to identify and substantiate effective methodological approaches to learning to play the piano in a digital educational environment. Tasks: 1) to characterize the specifics of the digital educational environment in the context of learning to play the piano; 2) to analyze existing methodological approaches and justify the need for their adaptation; 3) to develop and test a set of methodological approaches relevant to the conditions of digital piano training. The research is based on the theoretical analysis of scientific literature, modeling of the educational process, empirical methods (survey, observation, pedagogical experiment). The experimental base was provided by music universities and schools in Russia (n=12) involved in the implementation of digital music education programs. 86 students and 34 teachers took part in the experiment. The reliability of the results is ensured by triangulation of the data. The specificity of the digital learning environment for piano playing is revealed, which determines the directions of transformation of pedagogical methodology. The productivity of the synthesis of competence-based, personality-oriented and technological approaches is substantiated. A set of methodological strategies for teaching pianists adapted to the conditions of digital education has been developed and tested. The proposed methodological solutions have significant potential to improve the quality of digital piano training. The results of the study are valuable for optimizing the pedagogical process in music educational institutions. Further prospects are associated with scaling up the developed methodology, expanding the range of digital educational technologies.
In the context of digitalization of education, the problem of improving the methodology of teaching piano playing is being actualized. The purpose of the study is to identify and substantiate effective methodological approaches to learning to play the piano in a digital educational environment. Tasks: 1) to characterize the specifics of the digital educational environment in the context of learning to play the piano; 2) to analyze existing methodological approaches and justify the need for their adaptation; 3) to develop and test a set of methodological approaches relevant to the conditions of digital piano training. The research is based on the theoretical analysis of scientific literature, modeling of the educational process, empirical methods (survey, observation, pedagogical experiment). The experimental base was provided by music universities and schools in Russia (n=12) involved in the implementation of digital music education programs. 86 students and 34 teachers took part in the experiment. The reliability of the results is ensured by triangulation of the data. The specificity of the digital learning environment for piano playing is revealed, which determines the directions of transformation of pedagogical methodology. The productivity of the synthesis of competence-based, personality-oriented and technological approaches is substantiated. A set of methodological strategies for teaching pianists adapted to the conditions of digital education has been developed and tested. The proposed methodological solutions have significant potential to improve the quality of digital piano training. The results of the study are valuable for optimizing the pedagogical process in music educational institutions. Further prospects are associated with scaling up the developed methodology, expanding the range of digital educational technologies.