Analysis And Application Of Metacognitive Theory In Adult Piano Educatio

With the continuous improvement of the people’s living standards in China,people’s demand for the spiritual world is increasing.The number of adult piano learners in society is increasing year by year,and the teaching scale is constantly expanding.However,the author’s observation of the surrounding phenomena and review of relevant literature found that the current teaching quality of adult piano education is not optimistic,and the teaching methods lack scientific and normative.To solve or improve these problems,it is necessary to start from learners’ own learning characteristics and learning needs,guide adults to establish correct piano learning methods,achieve the pursuit of adults wanting to learn the piano,and improve adult learning efficiency through effective ways.To achieve this goal,scientific theoretical methods should be used to guide teaching practice.Metacognition theory is an individual’s understanding and operational control of knowledge in the cognitive field,which can guide people to better understand themselves,acquire knowledge,and improve skills.Existing research has proven that metacognition can be helpful in both teacher teaching and student learning in various subjects.Therefore,the author organically combines "metacognition" and "adult piano education" to bring metacognition theory into adult piano education,Research how to use metacognitive theory to meet the learning needs of adults,solve the teaching problems of adult piano learning,and improve the teaching quality of social piano education.This article introduces the concept of metacognition into adult piano education,and conducts theoretical analysis and practical research to give full play to the scientific guiding role of metacognition in adult piano education,so that more music educators can pay attention to the important role of metacognition in piano learning and teaching,and provide more educational ideas and teaching programs for adult learners’ learning and development.The paper is divided into five parts: The first part is an introduction,which mainly describes the practical background of the study,preliminary preparations,and the significance of writing the paper.The second part is about the research on the current situation of adult piano education in China,mainly summarizing the existing problems of adult piano education,analyzing the causes of the problems,and proposing corresponding solutions.The third part is to study the relationship between metacognitive theory and adult piano education,analyze the applicability of metacognitive theory to adult learners,and explore the guiding role of metacognitive theory in adult piano education.The fourth part is the application research of metacognition theory in adult piano education.With the attitude of "practice leads to true knowledge",a four-month teaching experiment was conducted in Jining University for the Elderly to explore the practical effect of metacognition in adult piano education.The fifth part is about the impact and outlook of metacognitive theory on the future development of adult piano education.Through teaching experiments,in-depth thinking is conducted to refine practical experience into theoretical suggestions,providing a more complete and comprehensive teaching plan and practical direction for future learning work.In summary,the results of combining metacognition with adult piano education in the thesis reflect the value and significance of metacognition in adult piano education,and contribute to the development of piano education in China and the improvement of national music literacy.