Integration of Piano Education and Ethnic Minority Music Culture Educational Value, Realistic Challenges, and Breakthrough Paths
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Abstract
Against the dual background of building a strong cultural nation and advancing educational modernization, the integration of piano education with ethnic minority music culture supports national cultural inheritance and strengthens cultural confidence among young people. In response to insufficient ethnic-cultural integration, underdeveloped educational value, and multiple obstacles in current piano education, this article adopts an analytical framework of educational value, realistic dilemma, and breakthrough path. Literature research, field investigation, and case analysis are combined to explain the triple educational value of integration: shaping diverse aesthetic literacy, cultivating ethnic cultural identity, and stimulating cross-cultural innovation ability. The study further analyzes the practical difficulties of cultural cognitive bias, lack of teaching resources, insufficient teacher capacity, and a single evaluation system. Feasible breakthrough paths are proposed from five dimensions: curriculum reconstruction, teaching-mode innovation, faculty-team construction, evaluation-mechanism improvement, and guarantee-system construction. While the study remains focused on music education, its attention to waveform perception, timbre simulation, and cross-modal cultural expression provides a useful reference for signal-based arts education and broader engineering communication, including courses where acoustic and electromagnetic wave concepts require perceptual interpretation. The research aims to support the construction of a piano education system with ethnic characteristics and to help art education play a core role in cultural inheritance and innovation.
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