Pedagogical conditions for optimizing psychophysiological factors in the process of teaching singing to students from China

psychophysiological factors reduce the level of effectiveness of the process of teaching singing to vocal students, therefore, the optimization of these factors seems to be an urgent task of Russian pedagogy. Its solution is possible when creating such pedagogical conditions as possession of systemic scientific knowledge about various psychophysiological factors (depression, self-doubt and, as a result, unsuccessful performance experience, heightened reaction to criticism of the teacher, parents or peers, low self-esteem, complexes and other personal problems) and their negative impact on the singing learning process (various functional disorders of the vocal apparatus), the ability to correctly diagnose the problem and choose the appropriate way to solve it in accordance with an individual approach to the student, the use of a wide range of methods and forms of education, including health and voice-saving, taking into account the presence of a psychophysiological factor, preference for a dialogue form of communication and varying the style of communication between the teacher and the student, providing psychological comfort and trusting relationships between participants in the educational process.

vocal performance, singing training, psychophysiological factors, students from the PRC, pedagogical conditions