“以音乐审美为核心”的中小学音乐课程理念解析与实践途径

发布时间：2018-03-04 19:45

本文选题：音乐审美　切入点：课程理念　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：人类社会正在经历有史以来影响最大的第三次工业革命,对人类社会的发展有巨大的推动作用,但同时也对处在当今社会环境中作为个体的人提出了更高更全面的要求。但是随着科学技术的进步、人类知识的总量正在成几何数量的增长,随之而来的就是在教育领域学科划分的不断细化,使得人的教育只能呈金字塔状发展,学历越高也意味着在其领域越来越专,这就很可能造成其综合素质的降低。十年树木,百年树人。新中国成立以来,特别是1979年以后,随着改革开放的不断深入,中国在政治、经济、文化等社会各领域发生了巨大的变革。得益于不断开放的社会形势和教育政策,中小学音乐教育尤其是音乐课程,也有了长足的发展。在教育部颁布的2011版的义务教育阶段的《音乐课程标准》,在第一部分的前言说到此标准的建立是为了更好地培养学生良好的审美情趣和人文素养。在课程性质里第二部分提到了审美性,音乐作为德智体美全面发展的重要一环是不可或缺的一部分,在第二部分的课程基本理念部分,第一点就提出“以音乐审美为核心”,使得这个理念得到了确立,也由此看出音乐审美对于音乐教育的重要性。但是我们必须看到,虽然美育已经提倡了很多年,实际上并没有达到预期的效果。我国的中小学音乐教育还存在着诸多问题,比如在课上很多教师对于“以音乐审美为核心”的基本课程理念的理解还是存在问题：比如很多教育工作者认为音乐审美就是音乐欣赏,对于音乐知识、音乐技能不重视,认为讲解“双基”不是音乐审美的必要条件。音乐审美教育的外部条件也存在着诸如教师队伍不健全,教学条件城乡差距大,教育中的领导者思想观念淡薄等情况。新的音乐课程标准作为音乐教育实践的行动指南,对于课程基本理念的理解是非常重要的。本着“以音乐审美为核心”的教育理念,本文着力探究其在当前中小学音乐教育中的实现途径和现实意义。文章首先对此理念提出的背景和依据做分析,理论依据的分析从音乐艺术的特点、音乐教育的历史、音乐教育的哲学三个方面来看。其次从音乐本身出发,结合关于音乐美学中关于音乐审美认知的两个重要流派：自律伦、他律论关于音乐美的认识,论述其对于音乐教育的启示。文章的后半部分从教师能力的培养,教学条件及教学观念等方面来论述其理念的实现途径,就当前音乐审美教育中存在的一些问题提出一些意见和建议。
[Abstract]:Human society is undergoing the third industrial revolution, which has the greatest impact in history, and has a tremendous impact on the development of human society. But at the same time, it also puts forward higher and more comprehensive requirements for the people who live as individuals in today's social environment. But with the progress of science and technology, the total amount of human knowledge is increasing in geometric quantity. What follows is the continuous refinement of the division of subjects in the field of education, so that people's education can only develop in the form of a pyramid. The higher the education level is, the more specialized it is in their field, which is likely to lead to a decline in their comprehensive quality. Since the founding of New China, especially after 1979, with the continuous deepening of reform and opening up, great changes have taken place in political, economic, cultural and other social fields in China. Thanks to the continuously open social situation and educational policies, Music education in primary and secondary schools, especially music courses, In the 2011 edition of the compulsory education stage issued by the Ministry of Education "Music Curriculum Standards", in the first part of the preface said that the establishment of this standard is to better cultivate students' good aesthetic interest and humanities. Literacy. The second part of the curriculum refers to aesthetics, Music is an indispensable part of the overall development of moral, intellectual, physical and aesthetic. In the second part of the basic idea of the curriculum, the first point puts forward "music aesthetic as the core", which makes this concept established. It also shows the importance of music aesthetics to music education. But we must see that although aesthetic education has been advocated for many years, it has not actually achieved the desired results. There are still many problems in music education in primary and secondary schools in China. For example, in class, many teachers still have problems in understanding the basic curriculum concept of "music aesthetics as the core": for example, many educators think that music aesthetics is music appreciation, and do not attach importance to music knowledge and skills. It is considered that explaining "double bases" is not a necessary condition for music appreciation. There are also external conditions of music aesthetic education, such as imperfect teaching staff and wide gap between urban and rural teaching conditions. The new music curriculum standard, as a guide to the practice of music education, is very important for the understanding of the basic concept of the curriculum. This paper focuses on the realization and practical significance of music education in primary and secondary schools. Firstly, the paper analyzes the background and basis of this concept, and analyzes the theoretical basis from the characteristics of music art, the history of music education. Secondly, from the point of view of music itself, combining two important schools of musical aesthetic cognition in music aesthetics: self-discipline, heteronomy on the understanding of musical beauty, The second part of the article discusses the ways to realize the idea from the aspects of the cultivation of teachers' ability, teaching conditions and teaching concepts. This paper puts forward some opinions and suggestions on the problems existing in the current music aesthetic education.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.951

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