In the current piano improvisation accompaniment course teaching of music education majors in normal universities, there are common problems such as the disconnection between teaching content and actual needs and insufficient practical ability of students, which makes it difficult for students to quickly adapt to the needs of primary and secondary school music teaching after graduation. To solve this problem, this study aims to improve students' improvisation accompaniment ability through teaching reform. The research methods include: First, we sort out the existing course content and redesigned the teaching content in combination with the primary and secondary school music textbooks. Second, we introduce a tiered teaching model, divide the students into three levels: elementary, intermediate and advanced according to their basic level, and formulate teaching objectives and practice repertoires, respectively. Third, we increase practical links, organize students to participate in primary and secondary school music class observation and internship, and hold regular improvisation accompaniment competitions. Finally, we comprehensively evaluate the teaching effect through three indicators: skill testing, classroom performance scoring and student work evaluation. The research results show that after one year of reform practice, students' improvisational accompaniment ability has been significantly improved, the average score of skill tests has increased from 65 points before the reform to 85 points, the classroom performance score has increased from 70 points to 88 points, and the rate of excellent students' works has increased from 20% to 60%. By optimizing teaching content, stratified teaching and strengthening practice, the teaching effect of piano improvisation accompaniment course has been significantly improved.

Kaihua Li. Teaching Reform and Practice of Piano Improvisation Accompaniment Course in Music Education Major of Normal Universities. International Journal of Educational Curriculum Management and Research (2025), Vol. 6, Issue 1: 58-66. https://doi.org/10.38007/IJECMR.2025.060107.

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