A Multimodal Approach to Teaching Ethnomusicology from a Cognitive Neuroscience Perspective

Abstract

Ethnic music, because of its uniqueness, encounters many dilemmas in the teaching process, requiring the establishment of more scientific teaching methods. This paper explores the neural correlates of cognitive consciousness and explores the formation process of consciousness in the learning attention mechanism based on gamma oscillations. An operational model of the learning mechanism under the perspective of cognitive neuroscience is established, and the neuronal explanation of the music learning process is given through the stimulation of old mental networks, the construction of new mental networks, and the reorganization of mental networks. Under the cognitive learning mechanism model, a multimodal ethnic music teaching model was constructed based on the pedagogical theoretical framework, and the teaching effectiveness of music metacognitive ability and folk song performance performance was assessed based on a teaching control experiment. The results of the pre- and post-test data of the music learning metacognitive ability of the control class students did not differ significantly, p>0.05, t=-3.341. The mean values of the post-test data of the experimental class had different degrees of improvement compared to the mean values of the pre-test data, and there was a significant difference between the pre- and post-test data of music learning metacognitive ability, p=0.034<0.05. The multimodal folk music teaching model combined with the cognitive learning mechanism proposed in this paper the proposed multimodal folk music teaching model combining cognitive learning mechanisms has good teaching effect and is feasible.