INTEGRATING CONSTRUCTIVISM THEORY INTO ELECTONE TEACHING IN CHINA MUSIC EDUCATION

Abstract

This article explores the integration of Constructivism theory into Electone teaching within the context of China’s music education, aiming to enhance students’ creative, cultural, and practical competencies. Constructivist pedagogy emphasizes learner-centered, experiential, and collaborative learning, offering a valuable framework for transforming Electone instruction beyond technical performance. By designing authentic, context-rich tasks that reflect students’lived experiences and cultural backgrounds, Electone education can become a medium through which students construct knowledge in meaningful ways. Incorporating elements of arts, culture, traditions, ways of life, beliefs, and even religions, Electone-based projects such as arranging music for local festivals, storytelling, or spiritual themes promote deep engagement and cultural literacy. This approach not only nurtures technical proficiency but also fosters an understanding of music as a reflection of human identity and social expression. While challenges such as limited teaching resources, rigid curricula, and assessment constraints remain, the article argues that a constructivist model rooted in cultural responsiveness can empower students to become innovative, expressive, and culturally aware musicians who contribute actively to the evolving landscape of Chinese music education.