科研成果详情

The pandemic crisis has ushered a new era in the teaching of music. The suddenness of the crisis and the transfer of teaching to an online setting brusquely undermined the conviction that online pedagogies were to be transient and purely instrumental to the learning environment of the classroom. "Classrooms," indicated a music teacher, "is where real learning takes place." In a culture that centralizes the powerful bond between teacher and student and the pedagogical networks within which it is embedded, the physical classroom embodies the principle that learning occurs in the intimacy of student-teacher relations. This is especially true of music teaching, where presence and immediacy are deemed fundamental for the transmission of knowledge. In this research, we explore how the transition to online learning in two colleges in China transformed this conceptualization. We investigate how teachers implemented the transition to online learning, where they succeeded and where they failed, and how this experience transformed their practice and vision of learning. We find that integration and networking surfaced as pivotal techniques for teaching, informing but not displacing, traditional ideas of teaching and learning. The necessity of integrating teaching activities within a web network of actors exposed the social nature of the student-teacher bond ("teachers and students become "objective and effective problem solvers," indicated a teacher) and amplified the possibilities of learning networks among teachers themselves. Teachers have acquired a new vision of the pedagogical milieu that will inform their new concept of what is real and of what is possible.