The Impact of Peer Relationships and Teacher’s Orientation Towards Learning on College Students’Acquisition of Music Aesthetic Literacy: Based on Perspective of Classroom Language Context

In music aesthetic education classrooms, language communication between teachers and students, as well as among peers, plays a crucial role in the acquisition of students’ music aesthetic literacy. This study, from the perspective of the classroom context, analyzes the influence of peer relationships and the teacher’s orientation towards learning on the development of college students’ music aesthetic literacy, thereby revealing the impact and role of the teacher’s orientation towards learning and peer relationships in promoting the enhancement of students’ music aesthetic literacy. The findings provide theoretical support and practical guidance for music aesthetic education practice. Specifically, this study employs Woodworth’s S-O-R theoretical framework as the guiding structure. A comprehensive theoretical framework is established based on a thorough review of relevant scholarly literature. The study collected data from 305 valid responses from students who had previously participated in a course focused on musical aesthetic literacy. Pearson correlation and linear regression were used to analyze the relationship between Peer Relationships, Teacher’s Orientation Towards Learning and Music Aesthetic Literacy. The results show that the Teacher’s Orientation Towards Learning and Peer Relationships are positively correlated with the cultivation of Music Aesthetic Literacy in college students, With Teacher’s Orientation Towards Learning having a stronger impact. This research contributes to the existing literature on the classroom language context and its role in aesthetic education, offering theoretical support for enhancing the instructional effectiveness of university educators. Additionally, it offers valuable insights and references for the ongoing aesthetic education reform in Chinese universities.