HARMONIZING TECHNOLOGY AND TRADITION: THE IMPACT OF BLENDED TEACHING IN CHINESE PRIMARY AND SECONDARY MUSIC EDUCATION

Purpose ： The purpose is to examine the effectiveness of blended teaching methods in music education, aiming to enhance student engagement, comprehension, and academic performance while addressing the challenges and opportunities of incorporating technology into traditional music pedagogy. Theoretical References ： This paper employs a theoretical framework that merges social constructivism and sociocultural theory with blended music education. It focuses on integrating technology to enhance personalized learning, critical thinking community building in music teaching, informed by Guan et al. (2023). Methodology ： This study utilized a quantitative research design with a novel 5-point Likert scale questionnaire involving 70 music educators from primary and secondary schools in central China. Data were collected through an online survey platform and analyzed in four dimensions using SPSS24, with methods including descriptive statistics, reliability and validity tests, and correlation analysis. Results and Conclusions ： The findings suggest that blended teaching significantly enhances the quality of music education, increases student engagement, and promotes diverse pedagogical approaches. Challenges include maintaining student engagement and navigating technological complexities, but overall, the benefits outweigh these hurdles. Research Implications ： This study highlights the significant impact of blended learning approaches on music education in Chinese elementary and middle schools. It calls for a systematic integration of these methods into music curricula to improve student learning experiences. Key recommendations include enhancing teachers' technological skills, ensuring students have equal access to digital resources, and utilizing technology to augment traditional teaching practices.


INTRODUCTION
The evolution of primary and secondary music education is intricately tied to the advancements and inventive applications of Internet technology.In the midst of the Internet era and the burgeoning field of artificial intelligence, music education at these educational levels faces a spectrum of opportunities and challenges.There is a pressing need to reevaluate and update traditional pedagogies, the cornerstone of music education, to ensure they align with the contemporary educational landscape.
A noticeable discrepancy exists between current pedagogical methods and the latest developments in teaching techniques.This gap not only limits the effectiveness of music education but also diminishes student motivation, thereby obstructing the progress of music education in primary and secondary schools in China, as evidenced by the works of Wai Shin Ho (2018) and Zhang (2022).Addressing these challenges necessitates the exploration and adoption of modern teaching methodologies that not only bridge these gaps but also leverage technological advancements to foster the ongoing evolution of music education at these critical educational stages.
Embracing innovative pedagogical strategies is crucial for rejuvenating elementary and secondary music education, making it relevant in the fast-paced 21st century.Modern teaching methods integrate a variety of advanced educational tactics that focus on student engagement, encourage active participation, and are rooted in Howard Gardner's (2004;Cherry, 2023) theory of multiple intelligences.These contemporary educational practices highlight several key elements: 1. Interdisciplinary Integration of Pedagogical Knowledge: This strategy merges various disciplines, including sociology, psychology, and education, to provide an integrated learning experience.It offers a comprehensive view of disciplinary knowledge and promotes its application across different fields (Mansurjonovich & Davronovich, 2023;Mercer-Mapstone et al.).
2. Internet-Based Pedagogy and Digital Technologies: Integrating multimedia technologies, online instruction, and the engaging worlds of virtual reality (VR) and augmented reality (AR) technology revolutionizes traditional classroom settings into dynamic learning environments (Pinto & Leite, 2020;Sarker et al.).
4. Cooperative Learning: Modern music education emphasizes the importance of collaborative projects and group activities.These collaborative efforts sharpen teamwork, improve communication skills, and foster an understanding of various perspectives (Darko & Wang, 2021;Szulc, 2019).
5. Flipped Classroom: This approach encourages students to engage with lecture material outside of class, freeing up classroom time for discussions, problem-solving, and practical exercises.It promotes active learning, shifts from an instructor-centric to a student-centric model, and enhances student motivation (Colomo-Magaña et al., 2020;Mingorance Estrada et al., 2019).
6. Online or Blended Teaching: Online or blended teaching methods effectively tackle challenges related to geographical or time constraints.By utilizing Internet technology, these methods optimize resources and significantly enrich the teaching and learning experience (Meulenbroeks, 2020;Zubkov, 2020).
The aim of this study is to explore and shed light on the practical effectiveness of blended teaching in elementary and secondary music education.This study seeks to use this exploration as an impetus for continuous improvement and innovation in music education in primary and secondary schools across China.
The three research questions of this study are： 1.What is the impact of blended instruction within the milieu of music education in Chinese primary and secondary schools? 2. How does blended instruction influence teaching effectiveness in these educational tiers?
3. What are the discernible benefits and limitations associated with the implementation of blended teaching strategies in these educational contexts?

LITERATURE REVIEW
This segment articulates the foundational elements that have shaped the conceptualization of this research.It delves into an analytical discourse on preceding scholarly works and contemplations that are intricately linked to the thematic core of this investigation.
A comprehensive synthesis of the existing scholarly corpus pertinent to the proposed domain of educational inquiry is presented.This involves a meticulous summary of germane studies conducted by erstwhile researchers, alongside a critical examination of seminal contributions from recognized authorities in domains that intersect with this research.

THEORETICAL FRAMEWORK
The theoretical framework guiding this paper integrates social constructivism and sociocultural theory into music education through blended teaching.This framework aims to bridge the gap between theory and practice in the integration of technology into music education, guiding the design and implementation of blended teaching in music courses.The study underscores the importance of utilizing social constructivism principles in blended music instruction for personalized learning, fostering critical thinking skills, and establishing communities of practice (Guan et al., 2023).

A CRITICAL APPRAISAL OF BLENDED TEACHING IN MUSIC EDUCATION
In the vanguard of the 21st century, marked by the exponential proliferation of the Internet, a new cadre of educators, adept in digital nuances, has surfaced.This epoch has witnessed a paradigm shift, urging educators to amalgamate information technology with pedagogical practices, thereby augmenting the educational experience (de Witt & Gloerfeld, 2017).Blended teaching is heralded as a pivotal paradigm shift in primary and secondary educational realms (Castro, 2019), renowned for its efficacy in harmonizing diverse pedagogical strategies.Beyond enhancing instructional efficacy, this modality fosters knowledge assimilation, collaborative ventures, skill augmentation, and resource sharing, while addressing the technological strides in educational frameworks (Ashraf et al., 2021).Research conducted by Lim et al. (2019) and Vanslambrouck et al. (2018) underscores the superiority of blended pedagogical approaches over traditional or solely online methodologies.Tracing the genesis of blended teaching in tertiary education reveals its roots in early 20th-century American academia, characterized by correspondence between students and educators -a nascent model of blended pedagogy (Lazorenko, 2021).Post-2000, the adoption of blended courses in primary and secondary education in Western territories (Graham et al., 2013) has significantly bolstered its acceptance.Blended instruction, an amalgam of direct classroom engagement and online learning, offers a comprehensive approach to education.Crawford (2016) and Edward et al. (2018) accentuate the synergy of online learning's flexibility and the traditional classroom's tangible benefits in this model (Pereira et al., 2023).
Moreover, as delineated in Figure 1, blended teaching engenders a shift from a didacticcentered to a learner-centered educational paradigm, transmuting students from passive absorbers to active participants in their intellectual journey.In a blended teaching milieu, the dynamics of student-teacher interaction diversify.El Sadik and Al Abdulmonem (2020) highlight the 'flipped classroom' model within blended education, where students engage with lecture content online and partake in discursive and active learning sessions pre-class.This approach has demonstrated a favorable impact on cognitive engagement, fostering student involvement and satisfaction.Chiu (2021) posits that digital tools, grounded in self-directed learning theories, can amplify student engagement in blended settings, effectively bridging gaps observed in traditional educational approaches.

Figure 1
The shift in instructional focus of blended teaching

EXAMINING THE FUSION OF TRADITIONAL AND DIGITAL PEDAGOGIES IN
MUSIC EDUCATION: BRIDGING THE LEARNING DIVIDE "Blended learning" and "blended instruction" intertwine within the scholarly realms of educational theory.These terms, while related, denote distinct aspects of a hybridized educational model, blending direct and online instruction.As elucidated by Bryan and Volchenkova (2016), Guzer andCaner (2014), andSekhar (2019), "blended teaching" gravitates towards the pedagogical role of educators, merging digital and interpersonal means for content delivery, dynamic interaction, and evaluative measures.This methodology necessitates an educator's flexibility in pedagogy and astute integration of digital tools.On the other hand, "blended learning" pivots around the learner's journey, accentuating self-directed learning and autonomy, melding online and traditional educational activities.This subtle yet pivotal distinction shapes the evaluation criteria in these contexts, thus guiding our forthcoming analysis on blended teaching's impact in music education (Bryan & Volchenkova, 2016;Güzer & Caner, 2014;Sekhar, 2019).
Numerous scholarly investigations endorse the efficacy of blended learning models in education.Namyssova et al. (2019) verified the effectiveness of blended learning, shedding light on its superiority over conventional methods.Blended instruction compels learners to partake in active learning, encompassing peer dialogue, and continuous reflective processing of new information.This process stimulates learners to critically assess their understanding, organize cognitive constructs, and link them to existing knowledge bases.Significantly, blended learning can transform instructional methodologies, revitalizing its core principles (Namyssova et al.).Augmenting this, Castro (2019) explored blended learning's pedagogical merits from a technological standpoint.Analyzing 45 peer-reviewed articles, Castro's work revealed the diverse functionalities of blended learning, particularly automated systems enhancing its delivery.The study introduced "educational technological competence" as a benchmark to evaluate digital tools in blended learning, highlighting the growing embrace of this approach in primary and secondary education (Castro, 2019).
Contrastingly, not all research yields positive outcomes.Chowdhury and Behak (2022) observed that blended instruction might cause deficits in learner time management, reduced face-to-face teaching, and learner isolation.Bawa (2016) and Carmen et al (2023)identified heightened boredom in students engaged in blended courses compared to traditional settings, attributing this to limited personal interaction, inadequate instructor support, ineffective blended assessment techniques, and flawed course design (Bawa, 2016;Carmen et al., 2023;Chowdhury & Behak, 2022).
Characteristics of blended teaching in Chinese primary and secondary music education： In the Chinese Compulsory Curriculum Compulsory Art Curriculum Standards (2022 Edition), as shown in Figure 2, the curriculum of primary and secondary school music subjects is divided into two parts.As we ascend to the higher notes of grades 3-9, the melody changes.Here, the program crescendos into a complex harmony of critical listening and collaborative performance, echoing JAMES's (2014) vision of a digitally-facilitated music workspace.In this space, students don't just learn music; they live it.They become composers, critics, and collaborators, weaving their own musical tapestries.Allsup (2016) aptly describes this as a 'concert of minds,' where creativity and critical thinking blend to create a symphony of cultural awareness.
In essence, our program is not just teaching notes and rhythms; it's nurturing the next generation of global citizens, harmonizing technology with tradition, and crafting a future where music is a universal language of connection and understanding.
The use of blended instruction in primary and secondary music education has distinctive features that distinguish it from purely traditional or online methods.As shown in Figure 3, the literature offers an intricate array of perspectives on these unique characteristics: Supporting diverse learning styles: Bazelais and Doleck (2018) advocate customizing blended instruction to meet students' diverse cognitive abilities and learning styles (Bazelais & Doleck, 2018).This view coincides with that of Waha and Davis (2014) who articulated that blended instruction can accommodate a variety of learning and lifestyle habits (Waha & Davis, 2014).
Increasing participation: according to Mestan (2019), blended instruction provides students with multiple avenues for interacting with instructional materials, thereby increasing participation (Mestan, 2019).This increased engagement has the potential to promote deeper understanding and stronger retention of knowledge.
Improved academic performance: a large body of research points to a positive link between blended teaching and academic competence.For example, Bazelais and Doleck (2018) hypothesized that blended instruction promotes conceptual shifts and improves academic performance compared to traditional didactic instruction (Bazelais & Doleck, 2018 ).Similarly, Uzun and Senturk (2010) found that learners in blended environments outperformed learners in traditional environments in terms of both academic outcomes and technological affinity (Uzun & Senturk, 2010).

METHODOLOGY Study Design
This investigation embarked on a quantitative exploration to evaluate the ramifications of the blended teaching paradigm within the domain of music education, predominantly from the educators' viewpoint.Central to this inquiry was an examination of the efficacy, pedagogical outcomes, and the dichotomy of strengths and weaknesses inherent in the blended teaching approach, as applied to music instruction in primary and secondary educational settings.

Participant Selection
Participants were meticulously selected through a stochastic sampling technique, as delineated in Agustina's framework (2021).This sampling encompassed a cohort of 35 adept music educators from a quintet of primary and secondary institutions located in the heart of City X, Central China, culminating in a collective sample of 70 pedagogues.The criteria for selection were two-fold: proficiency in blended teaching methodologies and a diverse spectrum of instructional experiences across various grade levels.

Research Methodology
The study incorporated a novel, nuanced 5-point Likert scale, meticulously tailored to gauge the perceived efficacy of the blended teaching model as reported by the educators.This scale was adeptly designed to evaluate multiple facets of blended instruction, encompassing instructional effectiveness and the dynamic evolution of its strengths and weaknesses.Elevated 11 scores on this scale were indicative of a more pronounced, positive impact attributed to the blended teaching approach.

Data Acquisition and Analytic Procedures
Data procurement was conducted via a reputable Chinese online survey platform, Questionnaire Star (https://www.wjx.cn).This data collection and analytic phase spanned a one-month period.A comprehensive four-dimensional analytic approach was employed, comprising descriptive, reliability, validity, and correlation analyses, facilitated through the use of SPSS24 software.The survey instrument was bifurcated into two segments: demographic data and scalar assessments.Table 1 shows that: What is your gender?There is a relatively large number of females in the sample, with a proportion of 71.43%.What is your age?From the point of view, more than 80% of the samples are "21-30 years old".What is your education level?distribution, most of the samples are "undergraduate", the proportion is 54.29%.The proportion of graduate students is 45.71%.51.43% of the samples are "secondary school".Another 48.57% of the sample was elementary school.What is your teaching experience?The distribution shows that the majority of the sample is "1-3 years" with 52.0 or 74.29%.In terms of your blended teaching experience is ?distribution, the majority of the sample was "1-2 years" with 57.14%.

Frequency analysis results
Source: Prepared by the Authors, (2024).
Taken together, Table 2 demonstrates the excellence of the blended teaching model from three dimensions, and the mean of satisfaction is above 4, indicating the necessity of blended teaching in primary and secondary music education.In the context of this research, the Cronbach alpha coefficient stands impressively at 0.952.This is further corroborated by the data presented in Table 3, which reveals a reliability coefficient of 0.950.Such a figure, surpassing the 0.9 threshold, unequivocally signals the robustness and high reliability of our research data.Delving deeper, we examine the impact of excluding certain elements.Specifically, we look at the scenario where the challenges posed by blended teaching in music classes -often a technical hurdle -are removed from our analysis.
Intriguingly, the elimination of this factor leads to a more pronounced increase in the reliability coefficient, suggesting a potential area for refinement or even exclusion in future studies.Turning our attention to the 'Corrected Item-Total Correlation (CITC)' values, it is noteworthy that all analyzed items yield CITC values above 0.4.This is not a trivial observation; it indicates a strong and positive correlation among the items under scrutiny.
Moreover, it underscores the reliability level of our data set.In summary, the culmination of these findings -a reliability coefficient consistently above 0.9 and favorable CITC valuescollectively affirm the high quality and reliability of our research data.This robust foundation sets the stage for further detailed and insightful analysis.0.000 -Note: If the numbers in the table are colored: blue indicates that the absolute value of the loading coefficient is greater than 0.4, and red indicates that the commonality (common factor variance) is less than 0.4.Source: Prepared by the Authors, (2024).
Table 4 The assessment of validity was meticulously conducted employing both the Kaiser-Meyer-Olkin (KMO) measure and Bartlett's test.As discernible from the table presented, the KMO metric registers at 0.904.This figure notably surpasses the threshold of 0.8, suggesting a high suitability of the dataset for information extraction, thus indicating a robust response to validity concerns.In the realm of validity analysis, the primary objective is to ascertain the rationality and significance of the research elements.This analysis leverages factor analysis as a pivotal methodological tool.It encompasses an array of indices, such as the KMO metric, the degree of commonality, the rate of variance explanation, and the factor loading coefficient values, to perform a holistic examination.The aim is to establish the level of validity of the dataset.The KMO metric serves as a barometer for the appropriateness of information extraction.The degree of commonality aids in the elimination of non-logical research elements.The variance explanation rate elucidates the extent of information extraction.
Furthermore, the factor loading coefficient is instrumental in gauging the congruence between factors (or dimensions) and the specific research items.The tabulated data reveals that the commonality values for all research items exceed 0.4, signifying efficacious extraction of information from these items.Moreover, the KMO value stands at 0.904, well above the 0.6 mark, endorsing the effectiveness of information extraction.Additionally, the variance explanation rate for a single factor is noted at 65.701%, with a cumulative variance explanation post-rotation exceeding 50%.This indicates a substantial level of effectiveness in extracting information from the research items.
In conclusion, it is imperative to correlate the factor loading coefficients with the respective factors and research items to affirm their expected alignment.If this correlation is evident, it validates the research.A factor loading coefficient with an absolute value greater than 0.4 is indicative of a significant correlation between the research item and its corresponding factor.

Variable correlation(1)
In a detailed exploration of the integrated approach in primary and secondary music education, as delineated in Table 5, we observe a profound transformation in multiple aspects.
The quality of musical instruction within classroom settings has markedly advanced, evidenced by a notable correlation (0.605) reflecting enhanced student engagement.The adoption of varied pedagogical strategies and instructional forms is linked with a correlation index of 0.680, underlining its effectiveness.Notably, the advancement in students' musical performance aligns with a positive correlation of 0.558, attributed to the integrated instructional approach.
Moreover, this approach has fostered greater flexibility among educators in adopting diverse teaching methodologies in music, as indicated by a correlation coefficient of 0.653.The perception of music teaching efficacy has risen, correlating at 0.655, thanks to this blended pedagogy.Despite encountering hurdles in sustaining student engagement and navigating occasional technological snags (correlation values of 0.662 and 0.355, respectively), this method has substantially enriched the student-teacher interaction (correlation of 0.685) and streamlined the monitoring and evaluation of student progress (correlation of 0.591).The employment of hybrid teaching resources has proven exceptionally advantageous, with a correlation figure of 0.693, validating their utility for educators.Lastly, the correlation coefficient for the time and effort invested in implementing this blended approach stands at 0.524, suggesting its superiority over traditional teaching methodologies.
In summary, the blended learning paradigm has initiated a significant and positive paradigm shift in the realm of elementary and secondary music education.
Referencing the insights from Table 6, it's evident that the amalgamation of blended teaching paradigms within primary and secondary music education realms has markedly elevated the caliber of musical pedagogy.This enhancement is not merely anecdotal but is substantiated by quantifiable advancements in domains such as student accomplishments, their engagement levels, and the enriched dynamics of teacher-student interactions.Delving deeper, the infusion of blended instructional strategies correlates strongly with the upliftment in educational quality, denoted by notable correlation coefficients of 0.543 and 0.569.Furthermore, this integrative approach has catalyzed a significant upturn in student achievement, registering a coefficient of 0.682, and has bolstered instructional efficacy, marked by a 0.654 coefficient.However, it's pivotal to acknowledge the encountered hurdles, notably in sustaining student engagement and navigating the complexities of technological integrations, as reflected by correlation values of 0.630 and 0.304.Despite these challenges, the overarching influence of blended learning methodologies remains resoundingly positive.Of particular note is the impact on educators.Blended instruction, with a correlation value of 0.605, underscores a transition towards a more effective pedagogical approach compared to conventional teaching methods.In summation, these findings don't just endorse but emphasize the pivotal role of blended instruction in music education, spotlighting its capacity to significantly enhance both teaching and learning experiences.
In an exploration delineated by Table 7, it is evident that utilizing correlation analysis to study the relationship between various aspects of blended teaching in primary and secondary music education is highly practical for educators.Specifically, the Pearson correlation coefficient is used to represent the strength of the relationships among eleven different items.
A significant positive correlation is observed between the practicality of blended teaching techniques and resources for teachers and their impact on student performance in the music classroom, with a correlation coefficient of 0.612, significant at the 0.01 level.Similarly, a correlation of 0.751, significant at the 0.01 level, exists between the practicality of blended teaching for teachers and its role in enhancing their ability to adapt to different teaching styles in music education, suggesting a significant positive relationship.The correlation between the practicality of blended teaching for teachers and the efficiency of music teaching due to blended teaching integration is also significant, with a coefficient of 0.601 at the 0.01 level.
Furthermore, a correlation of 0.606, significant at the 0.01 level, indicates a significant positive relationship between the practicality of blended teaching for teachers and its contribution to improving the overall quality of music education in classrooms.Additionally, the correlation coefficient of 0.693 at the 0.01 level demonstrates a significant positive correlation between the practicality of blended teaching for teachers and the observed increase in student engagement in music classes since its implementation.The practicality of blended teaching for teachers is also significantly positively correlated with the promotion and development of more diverse pedagogical approaches and teaching models in music education, with a coefficient of 0.729 at the 0.01 level.A high correlation of 0.789 at the 0.01 level indicates a significant positive relationship between the practicality of blended teaching for teachers and the improvement in the quality of teacher-student interactions in music classes.The correlation coefficient of 0.605 at the 0.01 level signifies a significant positive relationship between the practicality of blended teaching for teachers and the ease of tracking and assessing students' progress in music.
Moreover, there is a significant positive correlation, with a coefficient of 0.588 at the 0.01 level, between the practicality of blended teaching for teachers and the recognition that the time and effort required to implement it in music classes are worthwhile compared to traditional teaching models.The relationship between the practicality of blended teaching for teachers and the challenge of keeping students consistently engaged and motivated in music education is also significantly positive, with a correlation coefficient of 0.565 at the 0.01 level.Finally, a correlation of 0.570 at the 0.01 level indicates a significant positive relationship between the practicality of blended teaching for teachers and the occasional technical challenges that hinder the process of teaching music lessons.
The comprehensive analysis of blended teaching techniques in primary and secondary music education, as reflected in the data, unequivocally demonstrates that this approach significantly enhances various aspects of the educational experience.Firstly, there is a marked improvement in student engagement and performance, highlighting the effectiveness of blended teaching in fostering a more interactive and productive learning environment.Additionally, the data reveals a notable advancement in the quality of teacher-student interactions, suggesting that blended teaching facilitates more meaningful and effective communication, which is crucial for student development.Another significant finding is the increased flexibility it offers educators in adopting diverse teaching methodologies, thereby improving the adaptability and efficacy of music education.While the implementation of blended teaching does present certain challenges, such as maintaining consistent student engagement and navigating technological complexities, these are outweighed by its benefits.Importantly, the overall impact of blended teaching is shown to be positively superior to traditional teaching models, indicating a paradigm shift in teaching and learning practices.This shift is not only enhancing the educational landscape in music but is also proving to be a valuable strategy in addressing the dynamic needs of modern classrooms, promoting a more engaging, effective, and versatile approach to education.

LIMITATIONS AND FUTURE RESEARCH
This investigation delineates the deployment of an integrative blended teaching paradigm within Chinese elementary and secondary musical pedagogy, elucidating its efficacy in augmenting the caliber of musical instruction, amplifying student engagement, and bolstering scholastic accomplishments.Nevertheless, the inquiry acknowledges intrinsic constraints, notably its constricted purview over select educational milieus, impediments in sustaining student involvement and assimilating technological tools, alongside the considerable requisition of resources.Prospective avenues envisaged by this research encompass extending this paradigm's utility across diverse academic disciplines, leveraging burgeoning technological innovations, and embarking on extended longitudinal studies to gauge its enduring impacts.
Future scholarly endeavors could pivot towards refining resource allocation efficiency, crafting tailored educator development initiatives, and customizing the teaching model to assorted cultural and situational contexts.Consequently, this exhaustive analysis not only accentuates the potential of blended teaching in musical education realms but also emphasizes the imperative for continuous adaptation and evolution to address the dynamic landscape of educational requisites.

Figure 2
Figure 2Division of learning tasks for curriculum cntent of music subjects in primary and secondary schools

Figure 3
Figure 3Characteristics of blended teaching in primary and secondary school music modern technology codevelopment:Lai et al. (2016)  emphasized the need to strategically blend face-to-face and online teaching and learning sessions in blended teaching(Lai et al.)This synergistic approach ensures that learners take full advantage of the intrinsic strengths of both modes of teaching and learning.accordingtoDziuban et al. (2018), although blended learning preceded contemporary instructional technologies, its trajectory is inextricably linked to current information and communication technologies(Dziuban et al).

Table 1
Description of basic information

Table 3
Reliability analysis

Table 4
Validity analysis