This paper integrates the advantages of piano teaching online and offline learning process to construct a blended teaching model. The TDINA model is used to analyze the cognitive diagnosis of online learning. The TDINA model is used to analyze the cognitive diagnosis of online learning. The TDINA model is used to obtain the personality characteristics of the student users such as learning objectives and cognitive ability level, and based on the EM algorithm, the TDINA model is used to fully explore the personality characteristics of the student users and the implicit information in the teaching resources, and the teaching resources matched with the learning level of the student users are pushed to the students. The questionnaire was used to understand the current status of piano teaching in University Z, and to explore the differences between online and offline teaching and the effectiveness of blended teaching. The results show that the P-values of the students who received online and offline teaching in terms of teaching matching, teaching interaction and teaching effect are P=0.32, P=0.003 and P=0.36 respectively.The average time of single-note playing, interval and chord and two-handed ensemble playing of Group I in the post-test is 36, 43 and 6 s faster than the average time of the pre-test, respectively.Therefore, blended teaching has a significant effect on the fingering and speed of piano playing. significant effect on the fingering and speed of piano playing.
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Yifan Zhang (2024) studied this question.