Guided listening is vital in music education, fostering self-expression, skill development, and academic achievement. Yet, its limited use in Israeli high schools creates a gap between its recognized value and practice. This mixed-method study examines guided listening integration in secular Jewish-Israeli high school music programs based on four philosophical and pedagogical approaches—esthetic, Praxial, active, and peer instruction—to understand teachers’ objectives, methodologies, implementation, and optimal learning environments. Data was collected from an online questionnaire, structured interviews, direct observations of Western Art Music History lessons, and the researcher’s reflective journal. Key findings: (1) teachers tend to use a repeated five-step teaching pattern (reviewing, lecturing, analyzing, listening while following a score, summarizing); (2) teachers usually do not write lesson plans with detailed, step-by-step guidelines; and (3) teachers use recommended guided listening approaches in a limited capacity, likely due to pressure from preparing students for exams, and the perception that such methods are not fully suitable for Israeli high school music students. The paper explores teachers’ challenges in adopting guided listening pedagogical methods while balancing curriculum demands and promoting inclusivity. It offers recommendations for policymakers and educators on professional development and curriculum revisions, emphasizing detailed lesson planning for effective learning outcomes.

中文翻译：

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引导式聆听作为有意义的学习：以色列世俗犹太高中音乐课程的研究


引导式聆听在音乐教育中至关重要，可以促进自我表达、技能发展和学术成就。然而，它在以色列高中中的有限使用在其公认的价值和实践之间造成了差距。这项混合方法研究基于四种哲学和教学方法（美学、实践、主动和同伴教学）检查了世俗犹太-以色列高中音乐课程中的引导式听力整合，以了解教师的目标、方法、实施和最佳学习环境。数据是从在线问卷、结构化访谈、对西方艺术音乐史课程的直接观察以及研究人员的反思日记中收集的。主要发现： （1） 教师倾向于使用重复的五步教学模式（复习、讲课、分析、边听边追分数、总结）;（2） 教师通常不会编写带有详细、循序渐进指南的课程计划;（3） 教师在有限的情况下使用推荐的引导式听力方法，这可能是由于备考压力，以及认为这些方法不完全适合以色列高中音乐学生。本文探讨了教师在平衡课程需求和促进包容性的同时采用引导式听力教学方法所面临的挑战。它为政策制定者和教育工作者提供有关专业发展和课程修订的建议，强调详细的课程规划以实现有效的学习成果。