Abstract
<jats:p>In the context of deepening globalization and cultural and educational cooperation between Russia and China, the study of models of primary piano education that combine the advantages of the pedagogical concepts of the two countries has important theoretical and practical significance. The Russian piano school is renowned for its profound artistic heritage and attention to the expressiveness of musical images; Chinese piano education, thanks to the systematicity, intensity, and precision of technical training, has trained many virtuoso performers. This article, based on an 18-month pedagogical experiment, tests the effectiveness of an integrative teaching method combining Russian "artistic-figurative thinking" and Chinese "systematic technical training" at the initial stage. The experiment was conducted in 20 music educational institutions in Russia and China. 156 children in the experimental group were taught using the integrative method, and 148 children in the control group continued their education according to traditional national systems. The training was divided into three stages: adaptation, development, and final. Effectiveness was assessed using pedagogical examples, stage-by-stage diagnostics, and comparative analysis. Data from the midterm diagnostics show that the composite score in the experimental group increased by 40%, significantly higher than the 24% in the control group (p<0.001). The experimental group also demonstrated better results in technical mastery, artistic expression, learning motivation, and other aspects. The study demonstrates that an integrative teaching method based on the principle of cultural complementarity enables the organic unity of technical and artistic principles to be achieved, offering a new possible path for elementary piano education</jats:p> <jats:p>在全球化与中俄文化教育合作不断深化的背景下 探索融合两国优势教学理念的钢琴启蒙教育模式具有重要的理论与实践价值。俄罗斯钢琴学派以其深厚的艺术底蕴和对音乐形象表达的重视而享誉世界 中国钢琴教育则凭借其系统性、高强度和技术精准度的训练模式 培养了大批技术精湛的演奏人才。本文基于一项持续18个月的教育实验 验证一种融合俄罗斯“艺术形象思维”与中国“系统技术训练”的钢琴启蒙教学法的有效性。实验在20所中俄音乐教育机构进行 实验组156名儿童采用融合教学法 对照组148名儿童沿用各自传统教学体系。教学分为适应期、发展期、完善期三个阶段 通过教学案例、阶段性诊断与对比分析评估教学效果。中期诊断数据显示 实验组综合指标提升40% 显著高于对照组的24% p<0.001 在技术掌握、艺术表现力、学习动机等方面均表现更优。研究表明 基于文化互补性原则的融合教学法 能够实现技术性与艺术性的有机统一 为钢琴启蒙教育提供了新的可行路径</jats:p>