Improving Teaching Methods of Dizi in Colleges and Universities: A Case Study of Hunan First Normal University

Abstract

This study aims to improve the teaching methods of the Dizi in colleges and universities, using Hunan First Normal University as a case study. Specifically, it focuses on analyzing current instructional practices, identifying the needs and challenges faced by both instructors and students, and proposing effective strategies to enhance the quality of Dizi education. The research employed a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews with Dizi instructors, and surveys completed by students enrolled in the Dizi program. Thematic analysis was used to identify key patterns and challenges in existing teaching methods. Findings reveal that students often lack exposure to representative repertoires of the Northern and Southern Dizi schools and struggle with performance techniques due to limited pedagogical structure. Teachers face difficulties in addressing varying skill levels and integrating comprehensive regional styles into the curriculum. The study proposes three core teaching strategies: (1) strengthening the study of Northern and Southern school repertoires, (2) systematically teaching stylistic and technical skills, and (3) developing a structured and scientific teaching framework. The current state of Dizi instruction at Hunan First Normal University highlights the need for more balanced, comprehensive, and structured pedagogical approaches. Implementing the proposed strategies can enhance student proficiency and instructional effectiveness, contributing to the modernization of traditional music education. This research offers practical recommendations for music educators, curriculum developers, and university administrators seeking to improve traditional music instruction in higher education, particularly within the context of Chinese musical heritage. This study is one of the few to examine Dizi pedagogy through a focused institutional lens, providing context-specific solutions grounded in traditional performance schools. It bridges cultural preservation with contemporary educational needs in music instruction.