Vocal Teachers’ Emotional and Psychological Guidance Strategies: Effects on Students’ Mental Health and Singing Performance
Laiding YangAbstract
Objective
Vocal learning brings persistent performance pressure and emotional tension to students, causing negative mental states and affecting individual mental health, which severely restricts the improvement of singing expressiveness. This study explores the practical value of vocal music teachers’ psychological emotion guidance strategies, aiming to relieve students’ learning psychological pressure, stabilize their mental states and optimize their mental health level in vocal teaching.
Subjects and Methods
This study takes vocal music students of different learning stages as research subjects. It adopts teaching experiments, questionnaire surveys and psychological state evaluation methods to carry out targeted emotional guidance teaching practice, and analyzes the correlation between psychological pressure relief, mental state optimization and singing performance improvement.
Results
Scientific psychological emotion guidance strategies adopted by vocal teachers effectively reduce students’ learning and performance psychological pressure, alleviate inner tension and negative emotions, stabilize their fluctuating mental states, and significantly improve their mental health and overall singing expressiveness.
Conclusions
Teachers’ psychological emotion guidance is a core auxiliary means of vocal teaching. Reasonable emotional intervention can continuously relieve students’ cumulative psychological pressure, shape positive mental states, promote the improvement of students’ mental health, and realize the dual improvement of students’ psychological quality and professional singing ability.
Corresponding Author
Laiding Yang, Jiyuan Vocational and Technical College, Jiyuan 459000, China.