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As compulsory courses for music major students, improvisational accompaniment has gradually received significant attention from universities and scholars. However, due to the comprehensive and complex nature of its curriculum content, achieving the preset teaching objectives often proves challenging during the teaching process. Consequently, many students feel the need to enhance their improvisational accompaniment skills even after entering the workforce. The cultivation of harmonic thinking abilities is identified as a crucial factor in improving improvisational accompaniment proficiency, deserving ample attention. This paper aims to outline strategies for comprehensively strengthening students' harmonic thinking abilities. By incorporating teaching examples for analysis, it seeks to address the deficiency in students' harmonic thinking abilities, thereby further enhancing the effectiveness of improvisational accompaniment teaching.
Xiao et al. (Mon,) studied this question.