



















































EduLearn


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 3, No. 1, June 2023, pp. 36-45. 
DOI: 10.53889/jgl.v3i1.211 

-------------------------------------------------------- 

 

Trombone basic skills of students with the new practical  

hybrid teaching method  
 

Zhang Yi1, Pramote Danpradit1 & Ampaipan Kaosawang1 

 

1 Department of Music, Faculty of Music, Bangkokthonburi University, Thailand 

 

Article Info  ABSTRACT 

Article history: 
Received April 24, 2023 
Revised   May 1, 2023 

Accepted May 3, 2023 

 

 
This is an academic paper intended to suggest ways to resolve 

the basic skills of trombone students with the new practical 

hybrid teaching method (NPH) at Shanxi Arts Vocational 

College. The trombone instruction focuses on developing basic 

skills such as adjusting the shape of the mouth and wind, 

determining the pitch of the pitch, etc. During the COVID-19 

outbreak, teachers and students were very far apart. Teaching 

through various online formats was used to help solve the 

problem of teaching such skills. The researchers reviewed the 

skills teaching document and proposed teaching methods to 

modify or improve the key skills of trombone teaching as 

follows: practical teaching method, demonstration music 

teaching method, digital music teaching method, reflective 

music teaching method, and life skills for psychosocial 

competence. Therefore, the 7 principles that teachers must adapt 

to suit the context of teaching in their own traditional schools 

allow teachers to emphasize some issues of appropriateness and 

spend time teaching. 

 

Keywords: 
Basic skills problems 

Trombone basic skills 

Hybrid teaching method 

 

This is an open access article under the CC BY-SA license. 

 

Corresponding Author: 
Pramote Danpradit  

Faculty of Music 

Bangkokthonburi University  

Thailand 

Email: zy14467708@163.com 

 

1. INTRODUCTION  

 Shanxi Art Vocational College, like other art colleges in China, is the first higher art 

vocational college in China and the only higher art vocational college in Shanxi Province with 

strong strengths and outstanding achievements. Shanxi Arts Vocational College has undergone 

several name changes and mergers over its 70-year history, trained over 40,000 art talents at all 

levels for society, and has become an important base for culture and art talent training and 

education in Shanxi Province. The college has major categories of music performance, dance 

performance, art design, fine arts, drama, film, and television performance, and a trombone 

performance major in the direction of music performance.  The core goal of higher vocational 

https://creativecommons.org/licenses/by-sa/4.0/


37 

education is to cultivate students' vocational ability, i.e., professionalism in education. Students 
choose to receive vocational education in order to meet their employment and development 

needs.  

 Arts vocational education is not only cultivates students' professional and technical 
abilities but also strives to promote students' overall development in professional theory, stage 

experience, teaching practice, and aesthetic awareness.Understanding the current situation and 
characteristics of students' learning motivation in Shanxi art and vocational colleges and 

exploring strategies to stimulate students' learning motivation have important theoretical and 

practical implications for improving the quality of talent training in Shanxi art and vocational 

colleges and exporting more high-quality skilled talents to society. In terms of learning content, 

the university curriculum is qualitatively different from the curriculum they received in high 

school, and the change in curriculum is a new test for them.  When they face the new learning 

environment and teaching mode with a negative attitude, many students show low confidence 

in learning, academic depression, a lack of motivation, and a lack of autonomy in learning (Su 

et.al., 2019). 

 For the new students of Shanxi Arts Vocational College, most of them do not have a 

solid professional foundation, lack basic music theory knowledge, and know less about music-

related knowledge, resulting in their lack of comprehensive learning ability, discrimination 

ability, error correction ability, and independent learning ability.  Students at Shanxi Arts 

Vocational College are at a disadvantage in the Chinese arts higher education system due to the 

severe employment situation and employment pressure. Many students know that their level of 

professional skills will be related to their work and life after graduation and that their major is 

likely to become their future career.  It is important to stimulate their motivation and learning 

values, and their interest in learning will be their motivation to learn and think. 

 After the 19th century, trombone development produced a series of trombones, such 

as the Soprano trombone, alto trombone, tenor trombone, bass trombone, and so on. Nowadays, 

the trombone has become an important part of modern symphonies.  The trombone is widely 

used in pop music, military music, and jazz due to its rich sound quality, and it is even referred 

to as the "king of jazz" (Bo, 2011). In the 1950s, the early years of the founding of New China 
and the beginning of the Central Conservatory of Music By 1960, the disciplinary system of 

the Central Conservatory was basically sound when the violin, cello, viola, harp, flute, oboe, 

clarinet, bassoon, horn, trumpet, trombone, tuba, etc. were established. Most of the majors are 

taught by professional teachers, but the trombone and tuba majors are clearly " weak."  Since 

there was no professional teacher, Mr. Xia Zhiqiu, a trumpet professor, taught part-time. From 
1960 to 1980, there was an extreme shortage of teachers and students in the trombone profession 

in China, which was basically concentrated in a few major cities such as Beijing, Shanghai, 

Wuhan, and Xi'an (Bingyu, 2018). Since the popularization of brass education in China, 

trombone players and educators have studied the advanced performance techniques and 

teaching methods in Europe and America and researched and summarized the teaching system 

suitable for Chinese students in their own practice. With the unremitting efforts of the previous 

and subsequent generations of " Chinese trombonists,"  the level of trombone playing and 

teaching in China has greatly improved, and its overall strength is very close to that of European 

and American countries.  

 When they face the new learning environment and teaching mode with a negative 

attitude, many students show low confidence in learning, academic depression, a lack of 

motivation, and a lack of autonomy in learning (Su et.al., 2019). For the new students of Shanxi 

Arts Vocational College, most of them do not have a solid professional foundation, lack basic 

music theory knowledge, and know less about music-related knowledge, resulting in their lack 

of comprehensive learning ability, discrimination ability, error correction ability, and 

independent learning ability. Students at Shanxi Arts Vocational College are at a disadvantage 



38 

 

in the Chinese arts higher education system due to the severe employment situation and 

employment pressure. Many students know that their level of professional skills will be related 

to their work and life after graduation and that their major is likely to become their future career. 

It is important to stimulate their motivation and learning values, and their interest in learning 

will be their motivation to learn and think. 

 An important problem for trombone students is the basic skills related to determining 

the embouchure (mouth shape), wind power, matching the wind to the notes and the 

embouchure, choosing the correct wind power with the pitch, the position of the aligned lever, 

or correlation with rhythm. The basic problems mentioned above can be solved with the correct 

basic training. However, under the epidemic situation, students and teachers do not meet face-

to-face, causing problems especially in communication that must be understood and practiced 

on their own, thus requiring a very high level of understanding. Therefore, a new approach to 

online practice is required for teaching music practice. The purpose of this paper aims to suggest 

ways to resolve the basic skills of the trombone students with the new practical hybrid teaching 

method at Shanxi Arts Vocational College. 

 

2. THE CONCEPT OF NEW PACTICAL HYBRID TEACHING METHOD  

 The framework or background of the development of the new practical hybrid teaching 
method (NPH) concept of solving teaching problems. The trombone instruction focuses on 

developing basic skills such as adjusting the shape of the mouth and wind, determining the pitch 

of the pitch, etc. During the COVID-19 outbreak, teachers and students were very far apart. 

Teaching through various online formats was used to help solve the problem of teaching such 

skills. The researchers reviewed the skills teaching document and proposed teaching methods 

to modify or improve the key skills of trombone teaching as follows: Practical teaching method, 

demonstration music teaching methods, digital music teaching methods, reflective music 

teaching method, and life skills for psychosocial competence (Yi, 2023). 

 Practical teaching method 

  Kulbergs (2016) explains in his introduction to trombone practice in "Trombone 

Startup for Beginners" that student should begin practicing the basics of western music, such 

as scales and arpeggios, as well as simple exercises such as long tones and natural trombone 

slurs, by following the steps below: Example of a daily practice routine:  

   1. Breathing exercise:  

    • Breathe with an open throat cavity 

    • Use constant flow (same airspeed until the end of the exercise) 

    • Think of the syllable “o” when breathing 

    • Have a good, tall, and relaxed posture when breathing 

   2. Long tones 

    • Practice sound and pitch 

    • Good attacks and timing 

    • Use lots of air 

    • Play a good sound; stop when it starts to sound bad or the notes are not 

reachable 

   3. Scale (C major: the scales are changed weekly or when one exercise is 

properly properly) 

    • Practice making good connections between the notes (fast and smooth slide 

technique) 

    • Listen to the pitch and timing (on the backing track or by yourself when 

playing it in a duet)  

                             • Breathe whenever necessary, but do so on a regular basis (every 1 or 2 bars) 

   4. Arpeggio (the same key as in the scale practiced before) 



39 

    • Keep the quality of the sound the same 

    • Use lots of air 

    • Stay collected in the embouchure 

    • Pay attention to pitch 

   5. Song (preferably in the same key as the scales and arpeggios) 

  These are the fundamentals that every student and professional should incorporate 

into their daily practice. Playing simple things with the best quality every single time is essential 

for successful brass playing. 

 Demonstration music teaching method 

  Xiaoyan (2009) Demonstration pedagogy is the purposeful use of the teacher's 
demonstration of skills as an effective stimulus to elicit corresponding actions from learners so 

that they can productively acquire the necessary skills through imitation. It is mainly applicable 

to the early stages of learning skills. Experienced teachers do not stereotypically repeat 

examples in their demonstration teaching but pay close attention to flexible adaptations and 

proper operations to stimulate students' creativity. The demonstrative music teaching method is 

one of the most economical and effective teaching methods. Through various demonstrations, 

many learning patterns seem to be formed in the students' minds for future use. This view is 

incomplete. The teacher should use other teaching methods in conjunction with modeling music 

instruction so that students can apply mental operations such as analysis, comparison, 

generalization, reasoning, and exploration in imitation learning as much as possible to 

overcome the conservative nature of the modeling music teaching method. 

 Digital music teaching method 

  Huiming (2021) says the digital teaching method is mainly the use of digital means 

such as pictures, audio, and video, and teachers use digital means to teach. Digital music 

teaching methods can deepen students' understanding of music, help them understand how other 

performers handle music, improve their own appreciation of works, and better highlight their 

own characteristics in performance. Digital teaching methods can help change traditional 

trombone teaching, allowing students to learn and play from multiple dimensions and levels, 

while teachers can better grasp the psychological characteristics of students and fully integrate 

text, audio, and other elements to ensure a more diversified and richer form of teaching.  

 Reflective music teaching method 

  Dan (2016), a reflective music pedagogy refers to teachers' re-conception and 

rethinking of educational teaching practice and using it to draw lessons and further improve 

education and teaching. Teachers will reflect on their own educational practices to improve the 

quality of their teaching reflections through educational cases, educational insights, etc. The 

types of reflection are vertical reflection, horizontal reflection, individual reflection, collective 

reflection, etc. 

 The action research method, comparative method, summary method, dialogue method, 

video method, file bag method, etc. Reflective music pedagogy is conducive to teachers' 

continuous exploration and resolution of problems in terms of teaching purposes, teaching 

tools, and themselves through action and research. It is conducive to the continuous 

improvement of the rationality of teaching practice, teaching effectiveness, and textbook 

research ability. It is beneficial for teachers to improve their personal businesses and promote 

their professionalism. Therefore, in order to facilitate and understand quickly, the author 

presents an integrated teaching method that is expected to be suitable for use during the 

COVID-19 crisis and future adjustments: the hybrid teaching method. 

 Life Skills for psychosocial competence 

  Life Skills for Psychosocial Competence: The World Health Organization (WHO) 

has defined 10 life skills (Bertolote, 1994). 



40 

 

  1. Decision-making skills refer to the ability to make decisions about various 

matters. In a systematic life, for example, a person can make decisions about his or her actions 

in relation to health or life safety behaviors. By evaluating options and outcomes and making 

the right choice we can improve our health both physically and mentally. 

  2. Problem-solving abilities are the ability to deal with problems in life in a 

systematic manner. not causing physical and mental stress that may escalate into a problem that 

is too big to be solved. 

  3. The ability to think creatively is referred to as creative thinking skills. This will 

assist you in making decisions and solving problems. It uses creative thinking methods to find 

alternatives and the consequences of each choice. and can apply the experience appropriately 

in daily life. 

  4. The ability to think critically is referred to as “critical thinking skills,” as is the 

ability to assess problems or situations around them that affect their lives. Critical thinking 

skills can help adolescents recognize and evaluate the effects of their attitudes and behaviors, 

such as their sense of self-worth. dealing with peer pressure or receiving information from 

various media. 

  5.Effective communication skills are the ability to use words and gestures to express 

one's feelings and thoughts appropriately in different cultures and situations. whether to 

comment on the expression of need- appreciation, pleading, negotiation, admonishment, 

assistance, or denial. 

  6. The ability to form positive relationships with others is referred to as 

“interpersonal relationship-building abilities.” 

  7. One of the skills of self-awareness is the ability to search. Understand and know 

yourself, including your own advantages and disadvantages. Know your own needs and desires. 

This will help teenagers understand themselves when facing stressful situations. And this skill 

is also the basis for developing other skills, such as communication, building relationships, 

decision-making, and empathy for others. 

  8. Empathy is the ability to understand the similarities or differences between 

individuals in terms of abilities, gender, age, educational level, religion, beliefs, skin color, 

occupation, etc., which helps them accept people who are different from others. We assist those 

who are less fortunate or have experienced adversity. 

  9. “Coping with emotion” is the ability to recognize the emotions of oneself and 

others. Know how emotions affect behavior. Know how to deal with anger and sadness. That 

negatively affects the body and mind. 

  10. The ability to recognize the source of stress is referred to as "stress management 

skills" (coping with stress). Know how to relieve stress and guidelines for controlling stress 

levels in order to behave in the right way and not cause health problems. 

  These ten life skills cannot be acquired spontaneously. requires practice to be a 

teenager who is ready to face change happily and grow into a well-characterized adult. It 

requires training oneself to develop strengths in analytical, decision-making, and behavioral 

skills. Know how to live with others who are different from yourself. and ready to face and 

solve problems and obstacles that arise, as well as deal with their own lives. 

 Practical teaching methods, demonstration music teaching methods, digital music 

teaching methods, reflective music teaching methods, and life skills for psychosocial 

competence. Based on the aforementioned principles, the author consults experts and tries to 

revise, distinguish, and synthesize a framework and the new practical hybrid teaching method 

to best suit teaching practice in a new context.  

 

 

  



41 

3. HYBRID TEACHING METHOD FOR MUSIC PRACTICAL TEACHING 
 With the rapid development of internet technology, the internet has a pivotal role in 

life, which also requires the teaching mode to keep pace with the times, and teachers should 

adopt a variety of digital means to continuously enrich the course content. In recent years, the 

hybrid teaching method has been widely used in teaching various courses, mainly in medical, 

chemical, industrial, physical education, and other disciplines. Professor He Ke-kou of Beijing 

Normal University first discussed the hybrid teaching method at the 7th Conference on Global 

Chinese Computer Education Applications in 2003, with the main idea being to apply different 

learning theories, technical means, and methods to teaching activities in an integrated manner. 

By combining digital means and traditional teaching modes, the hybrid teaching method can 

complement each other's strengths and weaknesses. By applying the hybrid teaching method, 

teachers can apply the right technology at the right time to achieve the best teaching objectives, 

thus improving teaching effectiveness (Lu, 2021; Zhipeng, 2022). 

 The hybrid teaching method in this paper uses digital music teaching methods, didactic 

music teaching methods, demonstration music teaching methods, contrastive music teaching 

methods, reflective music teaching methods, and life skills for psychosocial competence, etc. 

In the teaching processes, I will use different teaching methods for each exercise so as to help 

students solve the problems they encounter in the learning and playing process, and improve 

quickly on their professional paths (Bo, 2017). 

 The difference between traditional teaching methods and the new practical hybrid 

teaching method. Traditional teaching methods generally use one or two traditional teaching 

methods. The traditional teaching method is relatively simple. If the teacher chooses the 

teaching method applicable to students, they can understand the teaching content. If the teacher 

chooses a teaching method that is not applicable to students, it will be difficult for students to 

understand the teacher's content. If teachers use teaching methods that are not suitable for 

students for a long time, it will not only affect teaching efficiency and results but also make 

students bored and have more negative emotions. So, the new practical hybrid teaching method 

(NPH) makes good use of the new era of digital electronics and is a combination of multiple 

teaching methods. NPH is a combination of various teaching methods that enables students to 

experience and understand the teaching content better. The long-term use of NPH can better 

enhance students' learning motivation and confidence, promote students' independent learning 

ability and music discrimination ability, and effectively improve teachers' teaching efficiency 

and teaching results (Yi, 2021). 

 The principles of the new practical hybrid teaching method for the practical teaching 

of music. 

  1. The emphasis on analyzing the purpose of learning 
  2. Use a variety of teaching or activity types to substitute for or fix the problem 

  3. Focus on practical teaching methods first 

  4. Use appropriate digital music teaching methods 

  5. Use appropriate online teaching skills 
  6. Teachers must always use the reflective music teaching method 
  7. Consider life skills for psychosocial competence 

 The process for the new practical hybrid teaching method (NPH) is as follows:  

  Implementation of a hybrid teaching method and sample recommendations: The 

hybrid teaching method for music practical teaching based on micro learning is introduced in 

the laboratory class of chemical defense medicine. 1) Pre-course preparation; 2) Pre-in class; 

3) Practice in class; and 4) Post-class analysis (Yi, 2023). 

  1. Pre-course preparation: Before the course, the instructor should write a detailed 

video script and create a micro-lesson that integrates text, animation, and video for 



42 

 

demonstration. In this section, educators must first consider whether to teach on site or online 

in relation to the content of the textbooks and assessments. 

  2. Pre-in class: Teachers upload the micro-lesson to the teaching platform before 

the experiment class, and students can watch and learn it by themselves after learning the 

relevant theoretical knowledge. The teacher must not forget to check the availability of the 

equipment before class and repeat the steps of the activities and the accompanying materials, 

especially the latest updated files, otherwise you may be upset. 

  3. Practice in class: Students participate in classroom teaching on the basis of micro-

lesson learning. In the classroom, teachers review theoretical knowledge, explain experimental 

precautions in the form of interactive questions, apply theoretical knowledge to practical 

operations, and don't forget to summarize before the end of the class. This section gives teachers 

the opportunity to select sub-activities as well as exercises appropriate to the content. Instructors 

must not forget t h e  f i v e  online teaching techniques and the ten life skills. Instructors must 
practice and choose appropriate techniques to use during teaching at this stage. 

  4. Post-class analysis: Students can watch the microlessons on the school’s online 

teaching platform for review, analysis, and summary at any time, according to their personal 

learning situation, in order to fully master the knowledge related to chemical defense medicine. 

In the hybrid teaching method, students have completed the preliminary learning of the 

experimental project in the pre-course pre-study stage and have sufficient preparation and 

ample time to complete the experimental operation and conduct class discussion in the 

experimental classroom. This teaching mode improves the probability of students' experimental 

success and can ensure teaching effectiveness.    

 Troubleshooting example 

  Long tone practice 

  Because the long tone practice is the basis of articulation, consonants, scales, etudes, 

and music, the primary task of every trombone student in higher vocational colleges is to master 

the long tone practice skillfully. During the teaching process, most trombone students in higher 

education institutions will encounter the problem of a tight, boring sound when playing long 

notes. The tone of the trombone should be thick and broad. Since the trombone is made of 

copper material, the tone of the trombone should also have a metallic color. If the sound is tight 

and muffled, it may be caused by incorrect embouchure, uneven breath, or too much force (Jisi, 
2016). 

  The steps for solving the long tone practice problem using the new practical hybrid 

teaching method are as follows: 

   1) Prepare before the lesson. The teacher should find audio or video demonstrations 

of trombone exercises performed by representative European and American trombonists via the 

Internet. Before the lesson, the teacher should develop a detailed teaching plan and prepare 

teaching aids, for example, targeted teaching materials or exercise examples.  

   2) Pre-induction class First, let the students play and record with the recording 

device; second, play the audio of the students' playing and the demonstration audio of the 

trombone practice played by European and American trombonists; let the students compare and 

contrast while listening to the audio, think about the difference, and let the students remember 
the correct sound; third, let the students imitate the practice and communicate their own playing 

experiences and the blowing difficulties they encounter when playing with the teacher; fourth, 

the teacher corrects the students' embouchure, breath, and pronunciation through demonstration 

and guidance and makes a video recording of the whole process.  

   3) Practice in class: Based on practical teaching, instructors can choose to use it 

both online and on-site. The purpose is to strengthen the wind force by focusing on the student's 

exertion and controlling the wind force to match the sound level. If using online teaching, the 

instructor should record a short clip and let the student send the return video. Let's evaluate and 



43 

receive suggestions for improvement. 

   4) Post-class analysis and reflection. After the lesson, students can listen to the 

audio and watch the class video repeatedly for learning and practice; teachers can grasp 

students' learning situations according to their feedback content in time to improve teaching 

content and adjust teaching strategies.  
 

  Exercise example long tone: 
 

 
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1 A long-tone practice to help students expand their range 

 

  To practice long tones on brass instruments, learners must consider the strength of 

the wind and the shape of the mouth. For trombones, the positioning of the slider's hand is also 

related to the correct sound positioning. Training must be performed at a slow pace while 
listening to the correct pitch according to the exercise. 

 

 

 

 

 

 

 



44 

 

 
 
 

 

 

 

 

 

 

 

 

Figure 2 A long tone practice to help students’ cirrus of title words 

   

 In this exercise, the teacher should focus on more relevant musical vocabulary and 

practice as an example for the students to follow. Of course, slow, repetitive practice is 

necessary for all types of skill training (Fei, 2015). 

 

4. CONCLUSION 

  Some domestic works have done some research on trombone practice methods at the 

moment, but there are few monographs on how to solve trombone students' performance 

problems in higher education institutions. There is also a lack of comprehensive and systematic 

analysis and research on which teaching methods teachers should use to efficiently teach 

trombone students' performance problems. This paper is a comprehensive understanding, 

analysis, and discussion of the learning situation of trombone students at China's Shanxi Art 

Vocational College. The new practical hybrid teaching method described in this paper is the 
result of exploration and research in the trombone performance major after I studied and 

researched the hybrid teaching method in other disciplines. This teaching mode improves 

students' efficiency in solving performance problems, changes the previous teacher-oriented 

teaching mode, guides students to actively explore, develops students' ability to think 

independently, and has a positive effect on improving students' quality. Teachers can use a 

combination of teaching methods to ensure teaching effectiveness and quality. 

 Therefore, the 7 principles that teachers must adapt to suit the context of teaching in their 

own traditional schools allow teachers to emphasize some issues of appropriateness and spend 

time teaching. It is very important for every trombone student to be able to learn and master 

solid basic skills. A virtuous teacher should not only help trombone students solve their 

problems and difficulties in the process of learning and playing, but also help them on their 

professional path. 

  

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