Xindi Applied Piano Pedagogy (XAPP) is one of the key achievements of Chinese music education reform in recent years, reflecting the booming of piano education in China. Twenty years after its establishment, the pedagogy has been widely accepted by society. Based on the PDCA (plan-do-check-act) cycle, the paper studies XAPP in relation to teaching quality management, hoping to achieve quality teaching results by improving teaching models and quality. In order to investigate the XAPP teaching process, a closed-loop management on XAPP’s teaching quality is formed, and the questions are divided into different modules: teaching team building, curriculum design, course in effect, teaching materials selection, teacher assessment and rectification, customer satisfaction survey, as well as teaching evaluation and feedback. The application of the PDCA cycle in XAPP’s teaching quality management is then analyzed, with an aim to optimize applied piano teaching management and improve XAPP’s teaching system, curriculum design, teaching materials, and theoretical framework. This paper also studies XAPP from a management perspective, which not only promotes the development of music education, but also expands the research field of music education management.
Ren MH, 2017, Research on the Problems and Remedies for Music Classroom Management in JP Elementary School. Heibei University.
Haselbach B, 2014, Texts on Theory and Practice of Orff-Schulwerk, Central Conservatory of Music Press, Beijing.
Yang LM, Cai JM, 2010, The Dalcroze Approach to Music Education: Theory and Practice, Shanghai Educational Publishing House, Shanghai.
Chosky L, 2008, The Kodály Method, Central Conservatory of Music Press, Beijing.
Liu LH, 2005, Total Quality Management, Peking University Press, Beijing.
Ding YF, 2020, A Research of Practices in Children’s Piano Learning based on PDCA Quality Management Theory. Nantong University.
Wang ZY, 2019, Research on Quality Management of Professional Electives for Full-Time Postgraduates. South China University of Technology.
Tang WS, 2015, The Significance and Necessity of Applied Piano Pedagogy in Higher Normal School Music Education. Journal of Jiamusi Education Institute, 2015(06): 212–213.
Wang JN, 2017, Research on the Teaching and Practice of Xindi’s Applied Piano Pedagogy. Time and Space in Music, 2017(09): 126 + 127–128.
Cao L, 2019, Exploring Xindi’s Applied Piano Pedagogy in Children Collective Classrooms. Song of the Yellow River, 2019(08): 104–105.
Lei L, 2020, Innovative Application of Applied Piano Teaching Method in Music Education of Preschool Normal College. Art Education, 2020(02): 48–51.
Lai SP, 2020, Using Xindi’s Applied Piano Pedagogy to Cultivate Music Core Literacy. Art Education, 2020(01): 63–66.
Yang ZY, 2021, Thoughts and Prospects of Applied Harmony Teaching. Art Research, 2021(02): 122–123.
Luo GQ, Dong XM, 2019, Teaching Research of Improvisation with Singing-Along Based on Applied Piano Concept. China Music Education, 2019(03): 32–36.
Lu H, 2017, Exploring Applied Piano Pedagogy in Higher Vocational Colleges. Time and Space in Music, 2017(12): 99–101.
Qiu XJ, 2019, Exploring New Paths of Piano Education in High School Collective Classrooms. Art Education, 2019(12): 208–209.
Wang N, 2007, On the Construction of Professional Music Education Management. Shanghai Conservatory of Music.
Tian Y, 2011, Research on Music Education Management from the perspective of Knowledge Management Practice. China Conservatory of Music.
Song HH, 2019, Research on the Status Quo and Suggestions for Elementary Music Education Management in Qufu, Shandong Province. Qufu Normal University.
Jiang S, 2015, Research on the Status Quo and Suggestions for Elementary School Music Education Management. Yanbian University.
Wang YJ, 2020, Research on the Music Class Management in Secondary Vocational Schools. Shanxi University.
Lu SS, 2021, Research on Quality Management of Online Teaching. Harbin Normal University.
Li YJ, 2005, Applying Total Quality Management to University Teaching Management. Southwest Jiaotong University.
Xin D, 2010, Reflections on the Four Learning in Applied Piano Pedagogy. Journal of Xinghai Conservatory of Music, 2010(03): 128–131.
Xin D, 2009, What I Saw and Learned from the Applied Piano Teaching in American High Schools. China Music Education, 2009(07): 41–42.
Xin D, 2009, A Feasibility Study on the “Seven in One” Reform for Basic Composition Theory in Normal University. People’s Music, 2009(02): 55–57.
Xin D, 2008, Further the Reform of Normal Education Collective Piano Course under the Vision of Scientific Development. Journal of Xinghai Conservatory of Music, 2008(03): 82–85.
Xin D, 2005, “Human-Oriented”: A New Approach into the Curriculum Designing for Music Conservatives and Colleges. People’s Music, 2005(09): 48–49.
Xin D, 2004, Exploring Diversified Applied-Harmony Teaching. Journal of Xinghai Conservatory of Music, 2004(04): 62–65.
Xin D, 2007, Thoughts of Educational Reform Among Music Education Faculty. Journal of Xinghai Conservatory of Music, 2007(03): 69–72.
Xin D, 2002, A Sino-U.S. Comparative Study in Music Teacher Education and Development. Journal of Xinghai Conservatory of Music, 2002(03): 51–54.
Xin D, 2002, Observation of and Impressions on Chorus Music in Pittsburgh, USA. People’s Music, 2002(06): 44–45.