Abstract

This study aimed to develop a teaching model for Chinese vocal music works for undergraduate vocal major students at the Sichuan Conservatory of Music and to implement and evaluate the model in undergraduate vocal instruction. The study adopted a Research and Development approach that integrated qualitative and quantitative methods through systematic field investigation. Data were collected through a literature review, document analysis, interviews with institutional leaders, vocal instructors, and undergraduate students, questionnaire surveys, pilot teaching practice, and expert evaluation. The study was conducted in five phases, including the examination of existing instructional conditions and learning needs, the construction of a teaching model based on the Chinese Vocal Music Technique and contemporary vocal pedagogy, the refinement of the model through expert consultation and student feedback, classroom implementation, and final expert evaluation. The findings indicate that although Chinese vocal repertoire occupies an important position in the curriculum, systematic pedagogical frameworks that integrate linguistic features, stylistic training, and stage practice remain insufficient. Students commonly experience difficulties in diction accuracy, stylistic awareness, individualized vocal development, and performance confidence. The developed model addresses these challenges through progressive instructional components, an 18-week semester structure, modular teaching units, diversified assessment strategies, and continuous feedback mechanisms. Following implementation, expert evaluation confirmed improvements in vocal stability, linguistic clarity, interpretative depth, and stage performance. The model demonstrates strong pedagogical coherence and practical applicability in undergraduate vocal instruction.

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