With the increasing integration of digital technologies such as Mixed Reality (MR) in basic education, traditional instrumental music education is undergoing a significant transformation. Grounded in the Stimulus–Organism–Response (SOR) theoretical framework, this study constructs a conceptual model— “Digitally-Enabled Music Instruction → Cultural Perception → Cultural Identity”—to investigate how digital technology fosters students' cultural identity through the mediating role of cultural perception. The study also examines the moderating role of teacher emotional support within this process. Based on three field experiments, the findings reveal: (1) MR-assisted instruction significantly enhances cultural identity compared to traditional teaching methods; (2) cultural perception plays a mediating role in this relationship; and (3) teacher emotional support serves as a significant moderator, with stronger effects observed under high-support conditions. These results offer empirical evidence for the digital transformation of traditional culture education, extend the application of SOR theory in educational settings.

随着混合现实（MR）等数字技术在基础教育中的深入应用，民族器乐教 学正面临转型升级的新机遇。本文基于SOR理论，构建“数字赋能民族器乐 教学—文化感知—文化认同”的影响模型，系统探讨数字技术如何通过文化 感知影响中小学生的文化认同，并检验教师情感支持的调节作用。通过三 项现场实验，本研究首先验证MR技术辅助教学相较于传统教学能显著提升 学生的文化认同；其次发现文化感知在二者之间发挥关键的中介作用；最 后确认情感支持在MR教学与文化认同之间存在显著调节效应，表现为高情 感支持条件下的教学效果更为显著。研究结果为传统文化教育提供了数字 化路径的实证支撑，丰富了SOR理论在教育领域的应用，也为中小学实施 个性化、情感化的数字教学干预提供理论依据与实践参考。

摘要
I. 绪论
II. 理论基础与研究假设
    1. SOR理论
    2. 数字赋能民族器乐教学创新在文化认同中的积极作用
    3. 文化感知的中介作用
    4. 情感支持的高低与数字赋能民族器乐教学创新的积极效应
III. 实验一：数字赋能民族器乐教学创新对文化认同的主效应检验
    1. 实验设计与实验流程
    2. 变量测量
    3. 实验结果与讨论
IV. 实验二：文化感知的中介效应检验
    1. 实验设计与实验流程
    2. 变量测量
    3. 实验结果与讨论
V. 实验三：情感支持的调节效应检验
    1. 实验设计与实验流程
    2. 实验结果与讨论
Ⅵ. 总结
    1. 研究结论
    2. 理论意义
    3. 管理启示
    4. 研究不足与展望
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• 赵相宁(新罗大学) | Zhao Xiangning (Silla University)
• 吴起涛(新罗大学) | Wu Qitao (Silla University) Corresponding author