Thinking routines refer to a list of flexible strategies that promote higher-order thinking, reflection, and the development of critical and creative problem-solving skills. By making thinking visible, these routines support cognitive development, encourage collaboration, and cultivate transferable habits of mind to tackle complex issues. However, although thinking routines are widely adopted, their application in the context of general music classes in school is still underexplored. Given that most research has been conducted in a Western teaching context, applying thinking routines to promote students’ cognitive development in the Chinese context, with its top-down educational system and large-class teaching structure, is particularly valuable to explore. This study aims to explore whether Thinking Routines can be feasibly implemented in Chinese general school music classes and how students perceive this teaching approach.This study applied an action research design over eight months. Participants are 210 seventh-grade students from two public schools in Shenzhen. The research followed a cyclical process of “design, action, adjustment, redesign, reflection, and re-action.” Four specific activities of the Thinking Routines based on Making Thinking Visible (Ritchhart, 2011) were implemented in music classrooms: The 3 Whys, I Used to Think… Now I Think…, Beauty and Truth, and See-Think-Wonder. Two teachers, one from each participating school, implemented the Thinking Routines.To ensure consistency in understanding and application, two collaborative meetings were held prior to implementation, allowing the teachers to align their understanding of the Thinking Routines. Data were collected from (1) all students’ questionnaires with open-ended questions, (2) twenty students’ individual semi-structured interviews, (3) teachers’ reflection notes, (4) a research journal documenting and tracking any detailed changes or retains in students’ learning process. These different kinds of data triangulate each other to ensure the credibility of this research. Descriptive analysis and thematic analysis were used to analyze the data. As the research is ongoing, the findings will be presented at a future conference.This study offers valuable impacts on multiple levels. For Chinese music education, it provides a few practical thinking strategies to enhance students' understanding and appreciation of music while improving overall music learning effectiveness. Globally, it offers cultural insights into applying thinking routines in large-class, top-down educational systems. The positive student outcomes and academic improvements we have found in the results will be shared at the conference.