This study investigates the transformation of piano pedagogy in China over the past two decades, analyzing key shifts in technical training, expressive interpretation, and cultural integration. By comparing China’s rapid modernization with Belarus’s historically continuous conservatory model, the research identifies three major paradigm shifts: (1) from mechanistic technical drills to holistic musicianship development, (2) from Western-centric repertoire dominance to strategic incorporation of Chinese compositions, and (3) from teacher-centered instruction to technology-enhanced personalized learning. Empirical data from 15 major conservatories (2010–2025) reveal a 72% increase in the pedagogical use of Chinese piano works and a 58% adoption rate of biomechanical training principles. Belarus’s emphasis on cultural continuity and dual artistic-pedagogical certification provides critical insights for China’s ongoing reforms. The study concludes with a proposed "Tripartite Development Framework" addressing cultural authenticity in technical materials, optimal technology integration, and global-local artistic balance. These findings offer significant implications for piano education policy in Greater China and cross-cultural music pedagogy research.
Jincan Zhang (Sun,) studied this question.
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