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In the era of “Internet” and “big data,” all walks of life are inextricably connected with the Internet. Online education is the result of the combination of the education industry and the Internet. Online education has developed for many years and achieved remarkable results both abroad and at home. For example, the construction of the three major online platforms abroad, as well as the development of MOOCs (Massive Open Online Course) and microclasses, will contribute to the better development of online education in China (Sun & Chen, 2016). However, online music education is still in its infancy. Online music education is not limited by the time and space of traditional music education and can be taught and learned anytime and anywhere. This way strengthens the communication between students and teachers and helps students achieve the goal of autonomous learning. At the same time, online music education can also gamify the learning process and improve students' interest in learning. From the perspective of development trends, online music education is the direction of future development. The beneficiaries of online music education will gradually expand from students to all levels of society and truly realize the future vision of national independent music learning (Hebert, 2007).
Music class, as a special humanities discipline, focuses on cultivating students' ability to feel, appreciate, express, and create (Salavuo, 2008). In the traditional classroom, the single lecture-type teaching mode lacks the vividness of the classroom. The classroom needs to be taught according to the syllabus tasks. The classroom time is limited, and the students' knowledge is limited (Cremata & Powell, 2017). The research of network teaching mode needs to study the teaching environment built under the background of “Internet plus.” The teaching methods, such as “problem orientation, situation representation, collaboration, resource sharing” created in this context can be better combined with the offline teaching of music lessons (Ruippo, 2003).
From a theoretical point of view, this paper expounds and studies the directionality, scientificity, and diversity of music teaching. This modern teaching mode has gradually become an important part of basic education (Partti & Karlsen, 2010). From the perspective of teachers, online classroom teaching is different in teaching methods, teaching evaluations, teaching resources, teaching concepts. It not only enriches teachers' teaching course content and teaching design methods but also strengthens teachers' online teaching technology skills (Nart, 2016).
From the perspective of students, how can students well accept the new teaching mode under the guidance of teachers and improve their autonomous learning ability. Secondly, through data analysis, the important value of studying online teaching lies in promoting the transformation of teachers' and students' concepts, improving teachers' comprehensive teaching quality, and promoting students' personalized development (Crawford, 2017). In the information age, offline teaching and online teaching are gradually integrated and become equally important teaching models. The complementarity of online and offline teaching is the future development direction that educators need to study (Camlin & Lisboa, 2021).
The purpose of this study is to actively explore effective online teaching concepts under changing circumstances and find out whether online teaching can further promote the development of music teaching. This is of great significance for the further development of aesthetic education in music class, the integration of textbook knowledge and life in music class by using the online teaching mode, the combination of online and offline teaching in music class, and the future development and innovation of music class teaching (Digolo et al., 2011). Based on the Internet big data environment, this paper explores the model of online music education and uses the neural network to evaluate the quality of online music education.