Construction and empirical research of practical talent cultivation model for employment-oriented choral conducting courses in colleges and universities

The discipline of choral conducting in colleges and universities has a wide range of disciplines, including both musicology majors, such as music performance majors, music education majors, etc., and culture and art majors, such as dance performance majors, drama, film and television literature majors, etc. [1-4]. The discipline has a rich variety of disciplines, but also focuses on the combination of theory and practice, and also pays great attention to the cultivation of professional skills. In terms of teaching philosophy, the school focuses on cultivating high-level choral conducting talents, emphasizes practical teaching and interdisciplinary knowledge, and also pays great attention to cultivating students’ innovative spirit [5-8]. When students choose to study this specialty, they can not only start from the music itself, but also learn and develop from an interdisciplinary perspective, providing more possibilities for future employment and innovation [9-10].

The cultivation of choral conductors in colleges and universities drives the development of music education, because music education needs a group of excellent choral conductors to guide students’ learning. Therefore, the cultivation of choral conductors in colleges and universities is very important [11-13]. The cultivation of choral conducting talents in colleges and universities needs to be carried out in terms of classroom teaching, practice opportunities and personalized development. Teachers should pay more attention to practical teaching and give full play to students’ practical operation ability and research spirit [14-16]. At the same time, students themselves should also pay attention to cultivate their own learning and practical ability, so as to create more excellent choral conductor talents and make their own contribution to the development of music education [17-18].

In this paper, on the basis of the importance of the choral conducting course to the training of talents in colleges and universities, we investigate and analyze the current choral conducting course in colleges and universities in the training of talents in terms of the theory out of practice, the teaching content is single, the lack of performance practice and other issues affecting the training of talents and students’ employment. Taking employment as the guide, it puts forward the practical talent cultivation strategy of choral conducting course by organizing social practice activities, optimizing the teaching content of the course and strengthening the cooperation between schools and enterprises. Based on the QFD theory, the quality model of choral conducting course talent training is constructed to analyze the process and quality of choral conducting course talent training in colleges and universities. The quality house is used as a key tool to clarify the interrelationships among the different demand elements of talent cultivation of universities, students and employers, so as to improve the quality and effect of choral conducting talent cultivation. Solve the correlation matrices of stakeholder demand importance, demand elements and quality assurance features as well as talent competitiveness assessment, and select choral conducting students of a comprehensive university as the research object for empirical analysis. Highlight the effectiveness of the practical talent cultivation strategy for choral conducting courses and the applicability of the talent cultivation quality model proposed in this employment-oriented paper.

2

Survey on the implementation status of choral conducting courses in colleges and universities

Higher education is a prime location for the development of well-rounded human resources, which can provide students with a comprehensive theoretical and practical platform of disciplines as well as beneficial club activities and social occasions. Through higher education, students can acquire interdisciplinary knowledge and skills, develop creative spirit and leadership, and become well-rounded talents. In this process, choral conducting courses in colleges and universities play an important role, showing their charm to the majority of scholars with their all-encompassing and multi-faceted comprehensive art. Although higher education in the opening of the choral conducting course is also gradually being paid attention to, but in the teaching process, the choral conducting course in colleges and universities there are still some problems, this paper makes the following points to summarize:

2.1

Theory divorced from practice

Choral conducting is a comprehensive art course, which requires students to have a solid theoretical foundation and practical ability [19]. However, in the choral conducting courses in colleges and universities, most teachers will only teach the conducting methods in a filler way, and turn the practical training class into a theoretical class. Even some schools treat choral conducting classes as choral rehearsal classes, with teachers conducting above and students singing works below. Long-term use of this teaching mode will only make the students on paper, not only make the students in the real performance lack of practical experience and stage fright, but also will make the students can not learn the professional theoretical knowledge applied to future practical work. Figure 1 shows the results of a survey on the scoring results of 100 employed graduates of choral conducting majors belonging to the work unit, in which TW, IA, TK, AP, PS represent five ability indicators of students’ teamwork, innovation, theoretical knowledge, analyzing and problem solving, etc. The results show that the work units participating in the survey are very satisfied with the students’ performance. The results show that in the scoring results of the 100 graduates participating in the survey by the work units, the average value of the students’ theoretical knowledge score is above 80 points, while the average value of the scores of the other four indicators is below 60 points, and the average value of the scores of the overall ability indicators is below 50 points. It shows that the current education and teaching of choral conducting courses in colleges and universities have prominent problems of theory being detached from practice, and students are unable to solve the problems encountered in actual work through their own acquired professional theoretical knowledge.

2.2

Lack of diversity in teaching content

With the continuous progress of the times, all professions are pursuing diversified development, not only to ensure the teaching of theoretical knowledge of textbooks, but also to keep abreast of the times and adapt to the development needs of today’s society. However, most of the current choral conducting courses in colleges and universities still remain in the traditional teaching mode of reading from a textbook, in order to complete the teaching tasks and teaching, the lack of innovative thinking combined with the Internet teaching, it is difficult to meet the needs of contemporary college students on the professional knowledge of choral conducting. In addition, most of the colleges and universities choral conducting textbooks are mainly based on the “vocal profession” as the dominant direction, and lack the systematic coverage of choral conducting skills teaching and choral conducting case study practice teaching. This situation leads to the singularity and limitation of the teaching content, which can’t fully exercise students’ choral conducting ability and performance skills, and limits students’ development and growth in practice. Figure 2 shows the results of the survey on the teaching content of choral conducting majors in 30 colleges and universities. It can be seen that in the teaching of choral conducting courses in 30 colleges and universities, the teaching of theoretical knowledge accounts for the highest proportion, and the teaching of theoretical knowledge in some colleges and universities accounts for more than 80% of the teaching content of choral conducting courses. While the teaching of choral conducting skills and case practice teaching in 30 colleges and universities accounted for less than 50%. This shows that the teaching content of the current choral conducting courses in colleges and universities has serious single problem, which can not effectively meet the requirements of students’ comprehensive development.

2.3

Lack of courses of a practical nature

Choral conducting is an art of continuous practice, only relying on theoretical learning can not improve students’ choral conducting ability, if you want to improve the quality of choral conducting teaching, only the combination of theoretical teaching and practical teaching can really cultivate students with high level choral conducting ability. Choral conducting is different from many professions, it is a profession that needs to perform on stage frequently, and different occasions of different choral groups require choral conductors to have rich professional knowledge and experience in choral conducting. At present, most colleges and universities pay too much attention to theoretical teaching of choral conducting, ignoring the experimental nature of teaching, so that students only have rich theoretical knowledge, lack of actual choral conducting experience, which will lead to students in the real performance of the fear, can not meet the contemporary demand for choral conducting professionals. After completing the necessary theoretical studies, choral conducting majors can only continue to practice choral conducting performance, so that they can constantly find out the problems and solve them, constantly find out their defects in the actual performance, and constantly make up for the defects, so that they can grow up to be a qualified choral conducting professional. Figure 3 shows the summary of the survey results of the proportion of theoretical and practical teaching hours in 15 colleges and universities, and the area of the orange and purple part of the area in the figure indicates the size of the proportion of hours. The survey results show that in the teaching of choral conducting courses in 15 colleges and universities, the proportion of theoretical teaching hours has an absolute dominant position, and its proportion of the regional area is more than 80%. It shows that the curriculum teaching of choral conducting in colleges and universities still remains in the stage of emphasizing theory and neglecting practice, which seriously affects the understanding, absorption and application of professional knowledge of choral conducting by the students, and is not conducive to the enhancement of students’ personal professional ability and the cultivation of professionalism.

3

Construction of Practical Talent Cultivation Model for Employment Orientation

Aiming at the outstanding problems existing in the implementation process of the current choral conducting course in colleges and universities, this section will explore the practical talent cultivation strategy of the choral conducting course in colleges and universities based on the employment-oriented approach. At the same time, this section builds a quality model of talent cultivation for choral conducting courses based on the QFD model, realizing the in-depth integration of employer demand and talent cultivation in colleges and universities.

3.1

Practical talent cultivation strategy

3.1.1

Organization of practical social activities

In the case of job seekers with comparable education and abilities, enterprises pay more attention to their problem-solving, management and creative abilities. In order to enhance these comprehensive abilities of students, social practice becomes an important way. Teachers should encourage students to participate in a variety of social practice activities, not only in the field of choral conducting, so that they have the opportunity to show themselves on the “big stage” of life. Through these activities, students can experience the world outside the campus, exercise their minds and broaden their horizons. Social practice becomes a bridge between students and the society, helping them to better integrate into the society. At the same time, students are able to stimulate their creativity in the process of participating in practical activities, draw artistic inspiration from life, and discover and solve problems through practice, so as to understand the nature of society and problems more deeply.

3.1.2

Optimizing course content

With the help of modern diversified new media resources, teachers can integrate extracurricular quality content into teaching to enrich and update the teaching content. On the basis of one-on-one teaching, teachers can introduce diversified lesson forms such as repetition, chorus and group singing, and for students with outstanding abilities, teamwork teaching of opera segments can also be carried out. This lively and interactive teaching mode effectively supplements the traditional one-to-one teaching method. In addition, teachers can increase the practical application of famous pedagogies such as Orff pedagogy, Kodai pedagogy, Dalcroze pedagogy, etc., to help choral conducting majors aspiring to the field of teacher training expand their theoretical knowledge base of pedagogies and pedagogical principles and provide more choices. In terms of choral conducting practice, teachers should scientifically plan the teaching content and objectives, establish reasonable choral techniques, and match appropriate choral conducting styles. In the overall teaching design, teachers can enhance students’ choral conducting ability as the core goal, supplemented by the training of various practical skills, aiming to comprehensively enhance the competitiveness of students’ employment.

3.1.3

Strengthening school-enterprise cooperation

By strengthening the cooperation between schools and enterprises, a comprehensive internship and exercise platform can be built for choral conducting students. Through close cooperation with employers related to the choral conducting industry, students can gain a deeper understanding of the industry needs and the current job market situation. Schools should actively establish positive interaction with universities, primary and secondary schools, performance groups, agencies and media companies and other choral conducting professional employment counterparts. By organizing students to participate in enterprise field trips, internships and apprenticeships and other activities, we can help them adjust their learning goals in a timely manner and clarify the direction of their future career planning. This mode of school-enterprise cooperation not only enhances students’ practical ability, but also lays a solid foundation for their future career development.

3.2

QFD-based quality model of talent training

Customer demand-oriented, to improve product quality as the core idea of the QFD model theory [20], which belongs to the scope of management, based on the theory to create QFD talent training model and apply it to the field of choral command education in colleges and universities, the talent as a university training out of the “product”, “product” production process and its quality is analyzed in order to find effective countermeasures to improve the quality of “products”. We analyze the production process and its quality in order to find countermeasures to effectively improve the quality of the product. This not only can better analyze the main contradictions and problems in the process of talent cultivation, but also can provide effective countermeasures to further improve the quality of talent cultivation, breaking the conventional paradigm of higher education research, providing a fresh way of thinking and research methodology for the study of improving the quality of practical talent cultivation of choral conductor in colleges and universities, and expanding the scope of theoretical research on choral conductor education in colleges and universities.

3.2.1

Basis for modeling

The choral conducting talent training QFD model transforms needs into quality characteristics through matrix transformation. The model is a practical application of QFD theory in the quality evaluation system of choral conducting talents, aiming to deeply explore the deep needs of stakeholders for the quality of choral conducting talents training. In constructing the model, it starts from the needs of stakeholders, identifies and analyzes these needs, and then converts these needs into specific quality characteristics by constructing a quality house and related relationship matrix. This process ensures that education providers can clearly understand and respond to market and student needs and translate them into specific actions in teaching and management practices.

In the QFD model, the quality house serves as a key tool to help clarify the interrelationships between different demand elements and identify priorities to determine which quality characteristics should be upgraded or improved first [21]. The overall conceptual structure of the QFD model of choral conductor training quality constructed in this study will clearly demonstrate this transformation process from demand elements to quality characteristics, and provide a systematic framework for universities, enterprises, social organizations and governments to improve the quality and effectiveness of choral conductor training. Therefore, this paper adopts the QFD model of “demand elements-quality characteristics” to construct a quality evaluation system for choral conductors.

3.2.2

Modeling framework

The Choral Conducting Talent Development QFD model starts with the needs of customers (stakeholders such as students, industry and society) and translates to quality characteristics through a matrix. The model represents the practical application of the Quality Function Deployment theory in the quality management of choral conducting education. By accurately capturing the specific needs of stakeholders for choral conducting talent development, the model aims to dig deeper into the core elements of these needs. In the QFD model of choral conductor training quality, the relationship matrix and quality house are the core tools, which closely link the stakeholders’ needs with quality characteristics. This model is constructed to form a comprehensive understanding of the quality indicators in the process of choral conductor training, so as to promote the improvement of education quality and meet the actual needs of the industry for choral conductor professionals. Figure 4 shows the expansion table of demand and characteristic elements, the ranking of characteristic and demand weights, and the correlation matrix included in the QFD model of this paper.

3.2.3

Model arithmetic methods

The QFD model of quality assurance of talent training includes the calculation of the importance of stakeholder demand $(w_{1 r}^{i})$ , the matrix of the relationship between demand elements and quality assurance characteristics (A), and the assessment of competitiveness of talents.

According to the relationship between the practical talent cultivation system of the choral conducting program: teaching as the foundation is set as m, learning as the key is set as i, doing as the core is set as Y, using as the purpose is set as R, and creating as the sublimation and future is set as T.

Want to fundamentally improve the effectiveness and reliability of talent training quality assurance QFD model, the first step is to confirm the stakeholder demand element weights, you need to implement an effective analysis of the results of the various scores obtained from the traditional questionnaire survey, according to the a_i(i = 1,2,...,n) represents the average score of the i nd demand element, then the expression for the weight of the i rd demand element $w_{1 r}^{i}$ is: (1) $w_{1 r}^{i} = a_{i} / \sum_{i = 1}^{n} a_{i}$

The staff related to choral conducting talent development needs to have unstructured characteristics such as plurality and complexity, and the use of RAHP to carry out a needs analysis report can meet the characteristic provisions of the needs extremely well. The operational steps for considering the importance of the needs of the stakeholders of choral conducting talent development in higher education institutions based on RAHP are shown below.

1) Assuming that there are m relevant authoritative experts to participate in matching the index value, establish AHP pairwise comparison matrix Y_i. according to the consistency judgment formula CI = (λ_max – n)/(n – I) and CR = CI/RI to test the consistency of the process, if the whole process of checking the CR is lower than 0.1, then it means that the results of the obtained judgment has consistency.

2) Convert the resulting pairwise comparison matrix Y_i into a rough group decision matrix Y, and measure the coarse number of the matrix and the spacing between the coarse boundaries. The formula is calculated as shown below: (2) $Y^{*} = [\begin{matrix} 1 & A_{12}^{*} & \dots & A_{1 n}^{*} \\ A_{1 n}^{*} & 1 & \dots & A_{2 n}^{*} \\ ⋮ & ⋮ & \dots & ⋮ \\ A_{n 1}^{*} & A_{n 2}^{*} & ⋮ & 1 \end{matrix}]$

Where: $A_{12}^{*} = {a_{12}^{1}, a_{12}^{1}, \dots, a_{12}^{m}}$ , and so on. Taking $A_{12}^{*}$ as an example, it corresponds to the roughness number: (3) $R N (a_{12}^{1}) = [a_{12}^{i -}, a_{12}^{i +}]$ (4) $R N (A_{12}^{i}) = {[a_{12}^{1 -}, a_{12}^{1 +}], [a_{12}^{2 -}, a_{12}^{2 +}], \dots, [a_{12}^{n -}, a_{12}^{n +}]}$

where i ∈ [1,m].

The average roughness interval is obtained from the above equation: (5) $\begin{matrix} R N (A_{12}) = [a_{12}^{-}, a_{12}^{+}] \\ a_{12}^{-} = (a_{12}^{1 -} + a_{12}^{2 -} + \dots + a_{12}^{m -}) \\ l m, a_{12}^{+} = (a_{12}^{1 +} + a_{12}^{2 +} + \dots + a_{12}^{m +}) l m \end{matrix}$

3) Create a rough pairwise comparison matrix Y with the expression: (6) $Y = [\begin{matrix} [1, 1] & [\begin{matrix} a_{12}^{-}, a_{12}^{+} \end{matrix}] & \dots & [\begin{matrix} a_{1 n}^{-}, a_{1 n}^{+} \end{matrix}] \\ [\begin{matrix} a_{21}^{-}, a_{21}^{+} \end{matrix}] & [\begin{matrix} 1, 1 \end{matrix}] & \dots & [\begin{matrix} a_{2 n}^{-}, a_{2 n}^{+} \end{matrix}] \\ ⋮ & ⋮ & ⋮ \\ [\begin{matrix} a_{n 1}^{-}, a_{n 1}^{+} \end{matrix}] & [\begin{matrix} a_{n 2}^{-}, a_{n 2}^{+} \end{matrix}] & \dots & [\begin{matrix} 1, 1 \end{matrix}] \end{matrix}]$

4) The rough pairwise comparison matrix Y is decomposed and divided into rough lower boundary A⁻ and rough upper boundary A⁺. Then the eigenroots of both and the eigenvalues of the matrix are computed and the necessity of the obtained demand is shown below: (7) $A^{-} = [\begin{matrix} 1 & a_{12}^{-} & \dots & a_{1 n}^{1} \\ a_{21}^{-} & 1 & \dots & a_{2 n}^{-} \\ ⋮ & ⋮ & ⋮ \\ a_{n 1}^{-} & a_{n 2}^{-} & \dots & 1 \end{matrix}]$ (8) $A^{+} = [\begin{matrix} 1 & a_{12}^{+} & \dots & a_{1 n}^{+} \\ a_{21}^{+} & 1 & \dots & a_{2 n}^{+} \\ ⋮ & ⋮ & ⋮ \\ a_{n 1}^{+} & a_{n 2}^{+} & \dots & 1 \end{matrix}]$ (9) $E^{-} = {[e_{1}^{-}, e_{2}^{-}, \dots, e_{n}^{-}]}^{r}$ (10) $E^{+} = {[e_{1}^{+}, e_{2}^{+}, \dots, e_{n}^{+}]}^{r}$

was obtained by normalization: (11) $w_{i}^{-} = e_{i}^{-} / \sum_{n}^{n} e_{i}^{-}$ (12) $w_{i}^{+} = e_{i}^{+} / \sum_{i = 1}^{i - 1} e_{i}^{-}$

Based on the above conclusion, the necessity of obtaining the needs T_i of the stakeholders in the class is shown below: (13) $w (T_{i}) = \frac{1}{2} (| w_{i}^{-} | + | w_{i}^{+} |)$

Although there are usually mutual shadows among the demand elements of the stakeholders, the DEMATEL approach applies the logical sequence diagram to delineate the correlation between the different elements in the system, and to deal with the demand elements involved in the development of university talents. According to the change of mutual influence correlation and RAHP method, more accurate space vectors can be obtained for the most basic necessity space vectors of the demand of the person in charge related to the cultivation of human resources in higher education.

In order to ensure the correlation between the demand factors and quality assurance characteristics of the people in charge of talent development more efficiently and reliably, the conversion operation is implemented by utilizing the independent matching point method. First, the final importance of each stakeholder’s demand is directly multiplied by the product of the corresponding correlation, after which the weight values of the corresponding quality assurance characteristics are vertically summarized. The main calculation method is shown below: (14) $h_{j} = \sum_{i = 1}^{n} w_{r}^{i} r_{i j}, j = 1, 2, \dots, n$

4

Empirical analysis of the quality of practical personnel training

4.1

Study Population and Data Collection

In order to verify the effectiveness of the practical talent cultivation strategy for choral conducting courses in colleges and universities proposed in this paper and the QFD-based talent cultivation quality model, a one-academic-year empirical study was conducted in the choral conducting major of a comprehensive university. The research subjects were all the students in the choral conducting major of the 2017 class of the university, totaling 282 students. Data were collected mainly through questionnaires, interviews and on-site observations. Interviews included classroom teachers, some student representatives and some graduated students’ employment organizations. On-site observation, on the other hand, recorded the students’ performance in different teaching sessions. In addition, data on students’ regular grades, final examination grades and practical performance ratings were collected.

4.2

Analysis of results

4.2.1

Employment needs and weightings

Dozens of employers of graduates in the research object are selected, and the “employment demand” of employers for choral conducting professionals is obtained through questionnaires, telephone and face-to-face surveys, etc. Combined with the information from research literature and other materials, the demand items of choral conducting majors in terms of their majors are determined, and KJ statistical quality control method is adopted. Using KJ statistical quality control method, we further organize and categorize the demands, and the results are shown in Table 1. The results are shown in Table 1. In this paper, the demand items are clustered into 3, 4 and 5 items according to the knowledge (A₁), ability (A₂) and awareness (A₃) respectively, totaling 12 demands.

Table 1.

Development table of talent quality requirements

Primary indicator	Secondary indicator
Knowledge(A₁)	Professional knowledge span(A₁₁)
	Professional knowledge depth(A₁₂)
	Professional knowledge system(A₁₃)
Ability(A₂)	Observational and practical ability(A₂₁)
	Investigation and research ability(A₂₂)
	Comprehensive analytical ability(A₂₃)
	Choral conducting ability(A₂₄)
Consciousness(A₃)	Cost and efficiency consciousness (A₃₁)
	Problem and reform consciousness(A₃₂)
	Standardized consciousness(A₃₃)
	Global and overall consciousness(A₃₄)
	People-oriented consciousness(A₃₅)

Twenty experts are selected to rank the importance of the demand items separately, and the judgment matrix is obtained by setting the relative importance scale a_ij between the items based on the results. Calculate the importance of each demand item in the judgment matrix. Conduct consistency test on the results $C R = \frac{C I}{R I}, C I = \frac{λ_{\max} - n}{n - 1}, λ_{\max} \approx \frac{1}{n} \sum_{i = 1}^{n} \frac{\sum_{j = 1}^{n} a_{i j} W_{j}}{W_{i}}, R I$ according to n look up the table can be obtained when n = 3, RI = 0.57, when n = 4, RI = 0.93 when n = 5, RI = 1.16. when the consistency index CR < 0.1, the consistency of the judgment matrix is considered to be acceptable. The results of the demand item matrix evaluation are shown in Table 2-Table 5. In Table 2-Table 5, the consistency index of CR < 0.1 indicates that the matrix meets the consistency requirements. From this, the importance of “Employee Requirements” and its weight W = [0.116,0.030,0.051,0.020,0.107,0.040,0.079,0.164,0.183,0.109,0.024,0.077]^T are obtained and filled in the “left wall” of the quality house.

Table 2.

Primary indicator importance judgment matrix

	A₁	A₂	A₃	W_1i	$W_{1 i}^{0}$	λ_1mi	λ_max = 3.102CI = 0.003RI = 0.57CR = 0.005<0.1
A₁	1	1/3	1/4	1.037	0.138	3.102
A₂	3	1	2	1.826	0.326	3.102
A₃	4	1/2	1	0.573	0.187	3.102
(3.436)

Table 3.

The importance judgment matrix of “knowledge”

	A₁₁	A₁₂	A1₃	W_2i	$W_{2 i}^{0}$	λ_2mi	λ_max = 3.148CI = 0.005RI = 0.53CR = 0.009<0.1
A₁₁	1	1/3	2	1.376	0.841	3.148
A₁₂	3	1	4	0.108	0.217	3.148
A₁₃	1/2	1/4	1	1.132	0.370	3.148
(2.616)

Table 4.

The importance judgment matrix of “ability”

	A₂₁	A₂₂	A₂₃	A₂₄	W_2i	$W_{2 i}^{0}$	λ_2mi	λ_max = 3.968CI = 0.009RI = 0.73CR = 0.012<0.1
A₂₁	1	4	1/2	1/4	0.473	0.061	3.968
A₂₂	1/4	1	3	1/2	1.217	0.328	3.968
A₂₃	2	1/3	1	1/4	2.089	0.123	3.968
A₂₄	4	2	4	1	0.764	0.242	3.968
(4.543)

Table 5.

The importance judgment matrix of “consciousness”

	A₃₁	A₃₂	A₃₃	A₃₄	A₃₅	W_2i	$W_{2 i}^{0}$	λ_2mi	λ_max = 4.561CI = 0.013RI = 1.08CR = 0.012<0.1
A₃₁	1	1/5	3	1/4	1/3	1.038	0.877	4.561
A₃₂	5	1	4	1/2	4	0.376	0.979	4.561
A₃₃	1/3	1/4	1	1/5	3	0.612	0.583	4.561
A₃₄	4	2	5	1	1/2	1.669	0.128	4.561
A₃₅	3	1/4	1/3	2	1	2.583	0.412	4.561
(6.278)

4.2.2

Talent training program setting

Convert “employment demand” into “talent training program”. Talent cultivation program is the blueprint of talent cultivation, and the main channel of talent cultivation is the curriculum. Taking the 2017 choral conducting professional talent training program as the research object, combined with the domestic and international choral conducting talent training program research, its professional aspects of the course module is summarized into four categories: professional foundation course module (TR1), professional core course module (TR2), professional extension course module (TR3), practice compulsory course module (TR4).

4.2.3

Relationship matrix determination

The numerical score of 0-9 is used to express the correlation between employment needs and talent training modules, and the score value “0” indicates that there is no correlation between the two, the score “5” indicates that the two are moderately correlated, and the score “9” indicates that there is a strong correlation between the two. The relationship matrix between the configured employment demand and the talent training module A = [a_ij] is filled in the “room” of the quality house.

4.2.4

Competitive assessment of talent development

Talent training competitiveness assessment is used to evaluate the degree of employers’ satisfaction with students’ knowledge structure, ability structure and consciousness structure, and to reflect the relative advantages and shortcomings of the current choral conductor talent training by evaluating with similar colleges and universities in meeting the needs of employers. For the study, several employers were selected to rate the student rating scale of choral conducting majors in our university (C₀) and two similar universities (C₁, C₂) respectively, and the higher the score indicates the more satisfied the employers are, and the more competitive their talent cultivation is. The results of the assessment are entered into the “right wall” of the Quality House.

Quality improvement is based on the competitiveness matrix of talent cultivation, the school’s own factors are taken into account, the quality improvement value (C₃) is determined by the relevant experts, and the quality improvement efficiency is used to measure the degree of quality improvement, quality improvement efficiency J = C₃/C₀.

4.2.5

Talent training quality assessment

Determining the correlation between “talent training modules” helps to understand the mutual influence or constraints between the modules, and provides a decision-making reference basis for the adjustment of talent training programs. The correlation matrix of “talent training modules” is filled into the “roof” of the quality house, and combined with the previous analysis, the final formation of the 2017 choral conductor major talent training quality house is shown in Figure 5. From the figure, it can be seen that there is a positive correlation between the “talent training modules”, in which the professional foundation module is an important cornerstone of the professional core module, and the professional core module is an important cornerstone of the practical teaching module, and the professional core module plays a very important connecting role, which should be taken into account when optimizing the design of talent training mode. At the same time, it can be seen from the figure, through the use of the choral conducting professional talent training strategy proposed in this paper for one academic year after the course practice, the choral conducting professional practical talent training quality of to significant improvement, the quality value of all the indicators are above 8.0. The calculated quality improvement efficiency is 1.31 at the highest and 1.12 at the lowest, which are all greater than 1, indicating that the talent cultivation strategy of this paper has a significant role in promoting the cultivation of practical talents for choral conducting courses in colleges and universities.

5

Conclusion

This paper focuses on the problems existing in the talent cultivation process of choral conducting courses in current colleges and universities, and puts forward the practical talent cultivation strategy of choral conducting courses oriented to employment. At the same time, it constructs a talent training quality model based on QFD theory.

In the talent cultivation of choral conducting courses in colleges and universities, there is a positive correlation between the various modules of talent cultivation, and the professional foundation module plays an important role in the construction of the professional core module, while the professional core module is the key foundation of the practical teaching module. It shows that in the process of formulating the talent cultivation strategy for choral conducting courses in colleges and universities, it is necessary to pay attention to the connecting role played by the professional core module, take the cultivation of students’ professional core ability as the total grasp, and build a talent cultivation system that helps students’ development and employment.

After one year of practice using the talent cultivation strategy proposed in this paper, the quality of practical talent cultivation of choral conducting majors has been significantly improved, and the assessment value of talent competitiveness has risen to more than 8.0. And relative to the traditional talent training mode, the quality improvement efficiency interval is [1.12, 1.31]. It shows that the talent training strategy of this paper can effectively solve the problems existing in the talent training process of choral conducting courses in colleges and universities, and can deeply meet the needs of employers for students’ abilities, and play an important role in the employment-oriented talent training of choral conducting courses.

Funding:

Project Fund: Hainan Province Higher Education Teaching Reform Research Project - “Research on Practical Talent Training in University Choir Conducting Courses Oriented Towards Employment” (Project Number: Hnjg2024-184).

Lingua:: Inglese

Frequenza di pubblicazione:: 1 volte all'anno
Argomenti della rivista:: Scienze biologiche, Scienze della vita, altro, Matematica, Matematica applicata, Matematica generale, Fisica, Fisica, altro

Feed RSS della rivista

Construction and empirical research of practical talent cultivation model for employment-oriented choral conducting courses in colleges and universities

Hang Yin

Pubblicato online: 17 mar 2025

Ricevuto: 05 nov 2024

Accettato: 13 feb 2025

DOI: https://doi.org/10.2478/amns-2025-0229

Parole chiaveQFD model, Quality house, Relationship matrix, Talent development

© 2025 Hang Yin, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Parole chiave
QFD model, Quality house, Relationship matrix, Talent development