Restructuring Strategies for Primary School Music Classrooms in the Context of Digital Transformation

随着教育数字化转型深入推进，音乐教育作为美育核心载体面临教学模式革新与育人效能提升的双重诉求。研究基于建构主义理论框架，针对当前小学音乐教学实践中存在教师多媒体素养不足、技术应用与资源适配欠佳、教学设计与学生需求脱节以及基础设施与培训机制滞后等问题，提出以下策略：一是提升教师多媒体素养，强化专业培训；二是优化技术应用，精准匹配资源；三是以学生为中心，创新教学设计；四是完善设施保障，健全支持体系。研究成果为智能时代小学音乐教育数字化转型提供了可复制的实施路径，对促进教育公平与质量提升具有重要实践价值。Amidst the accelerating digital transformation in education, music education—as a pivotal vehicle for aesthetic cultivation—faces dual imperatives: innovating pedagogical models and enhancing educational efficacy. Grounded in the constructivist theoretical framework, this study addresses critical challenges in primary school music instruction, including insufficient teacher multimedia literacy, suboptimal alignment between technological applications and resource allocation, disconnections in instructional design from student needs, and systemic deficiencies in infrastructure and training mechanisms. The research proposes a four-pronged strategic framework: 1) elevating teachers’ multimedia competency through specialized training programs; 2) refining technology integration via precision resource matching; 3) implementing student-centered instructional innovations; and 4) strengthening infrastructural support systems. Empirical findings demonstrate that this framework provides replicable implementation pathways for digital transformation in music education during the intelligent era, while exhibiting significant practical value in advancing educational equity and quality enhancement.