Author(s)

Xuehui Chong ¹

Affiliation(s)

¹ Liaocheng Yizhong Foreign Language School, Guangxi Normal University, Liaocheng, Shandong, China

Corresponding Author

Xuehui Chong

ABSTRACT

With the continuous deepening of educational reform, the role of multimedia network in teaching has been gradually paid attention to. As far as vocal music teaching is concerned, the use of multimedia networks can effectively enhance the level of students’ positive emotional input, students' vocal music learning efficiency and optimize teachers' teaching strategies. However, there are still some problems in the traditional vocal music teaching, such as the lack of correct singing concepts, the lack of students' subjective initiative, and the lack of the use of advanced technology, which is not conducive to the improvement of the quality of vocal music teaching and the effective play of the characteristics of music psychological health perception. Therefore, this paper used Artificial Intelligence (AI) and multimedia network to study vocal music teaching strategies and music psychological health perception characteristics. The research showed that compared with the traditional vocal music teaching method, the combination of multimedia network and AI based vocal music teaching network platform for teaching activities can improve the students' active emotional input level in vocal music learning by 9.37%; it can improve students' vocal learning efficiency by 2.06%; 71.25% of patients with cardiovascular disease believed that music was helpful to promote mental health. The vocal music teaching method combining multimedia network and AI can help improve the quality of vocal music teaching, and music has obvious psychological health perception characteristics.

KEYWORDS

Multimedia Network; Artificial Intelligence; Musical Mental Health Perception Characteristics; Vocal Teaching

CITE THIS PAPER

Xuehui Chong, Music Mental Health Perception Characteristics and Vocal Music Teaching Strategies under the Background of Multimedia Network. Applied & Educational Psychology (2024) Vol. 5: 163-173. DOI: http://dx.doi.org/10.23977/appep.2024.050523.

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