The "monologue-style" analytical paradigm prevalent in traditional music education tends to treat classical instrumental works as closed, self-contained texts, focusing primarily on technical deconstruction while neglecting the cultural connotations and dynamic meaning-generation processes embedded within the music. Against this backdrop, and in response to the practical issues in higher normal music education—such as insufficient comprehensive literacy and weak cultural comprehension among teacher trainees resulting from the "technical monologue" model—this study draws on Mikhail Bakhtin’s theory of dialogue as its theoretical framework. The research aims to overcome the limitations of a purely technical-analytical approach by constructing a practical teaching model centered on cultural dialogue, using the classic erhu piece "Moon over Two Springs" as a case study.Methodologically, the paper designs and implements a four-layered dialogue teaching model: engaging with the musical text itself, its historical context, multiple interpretive subjects (including teachers, peers, and diverse cultural perspectives), and future teaching practice. This approach transforms classical works from static objects of analysis into open, living systems of meaning, shifting music education from mere skill training toward a dynamic process of cultural understanding and meaning creation.The findings demonstrate that this dialogic teaching pathway significantly enhances teacher candidates’ core competencies, especially their ability to transform specialized knowledge into teaching practice. It fosters critical thinking, cultural sensitivity, and pedagogical creativity, effectively preparing future music educators to facilitate deep cultural communication and aesthetic education.In conclusion, this study proposes a shift from instrumental rationality to value-oriented rationality in music education. It underscores the importance of cultivating teachers who can act as cultural interpreters, facilitators of communication, and co-creators of meaning. The dialogic model offers a new route for cultivating high-quality music educators capable of meeting the demands of aesthetic education in the new era, highlighting the role of dialogue in promoting holistic human development and sustainable cultural vitality in the age of AI.