A Psychological Survey On Piano Teaching For Advanced Teachers

Educational psychology is becoming a hot area in colleges recent days. Within the realm of Piano education, it was the publication of Mr. Haihong Zhou’s two papers "A research on piano performance under psychological influence" and "An application on correspondence rule of perception" that brought people interested in psychology. Our country’s piano teaching is still in its early stage. In accordance with the objectives of music education for advanced teachers, the graduates are going to play an important role in piano teaching in almost every sector in our society. In China, piano training programs for advanced teachers are at an important turning point. Aiming to solve some of the remaining problems in the programs, a call to reform has been widely accepted. It is very important to introduce psychology to piano teaching for advanced teachers to clear some of the controversial issues such as the goal, materials and methods of piano teaching.With a view of "theory comes from experience and theory in return can guide experience", this thesis historically examined the current state of piano training for advanced teachers. It covered as many aspects as students’ psychological motives and psychological behaviors in the process of both piano learning and teaching. With the guidance of Abraham H. Maslow’s multilevel request theory, Edward Thorndike’s trial-error learning theory, Hbah Лetpobhy ЛabJIob’s condition-reflexive theory and together with Haihong Zhou’s theory on psychology of piano techniques, it presented a summary on different kinds of piano teaching techniques, then it pointed out the reasons behind all sort of psychological behaviors in piano training for advanced teachers, finally, it introduced a new teaching framework to meet up the needs of the new environment. Aided with the tools of comparison, documentation retrieval and experimentation, especially with a focus on students’ psychological characteristics, this paper dealt with the principles of materials selection, speech arts and humanized teaching in the environment of teaching. Thus, as far as students’ motivational orientations are concerned, proper principles and strategies should be used to motivate students to learn, and further optimize those orientations and direct them toward the academic learning goals of piano training.