中小学音乐教师动态能力的理论与实证研究

发布时间：2018-05-23 18:43

本文选题：音乐教育 + 动态能力　；参考：《福建师范大学》2016年博士论文

【摘要】：随着音乐教育改革的理念不断更新以及我国对美育的重视度不断增强,音乐教学中对教学实践的创新性要求也逐步增强,尤其是在当前互联网信息时代下,迅猛涌入的音乐信息和日新月异的互联网应用技术,越来越灵活多变的音乐教学环境,都迫使音乐教师积极完善自身的知识结构、提升职业技能,与不断变化的外部动态环境相适应。本文在创新音乐教育哲学的指导下,结合音乐教师教育发展和音乐教师专业可持续发展的新要求,在对教师能力发展理论、动态能力理论进行综述的基础上,从动态发展的视角,立足音乐教育动态信息资源层面,试图构建音乐教师动态能力理论,并采用定量和定性分析相结合的方法,拟制了音乐教师动态能力评价量表,采用层次分析法构建了音乐教师动态能力评价模型,最后以福州市部分中小学音乐教师为研究对象进行了实证分析,并给出了提升音乐教师动态能力的对策与建议。研究得出如下结论：一是音乐是最富有创新性的艺术形式之一,音乐教师在教育实践中要鼓励创新、践行创新；二是音乐教师自身的能力不应是一成不变的,而要跟随时代和音乐教学实践的变化而变化,随时适应音乐教育的动态要求。本文借助企业战略研究中的“动态能力”理论,建构了音乐教师动态能力的基础理论与音乐教师动态能力的五维框架；三是从外部动态信息资源视角,梳理出音乐教师动态能力的五个构成维度：音乐教师动态信息的获取能力、音乐教师动态信息的吸收能力、音乐教师内部动态整合能力、音乐教师外部动态调适能力、音乐教育动态信息资源的应用能力,并将五个维度进一步细分为25个具体的评价指标；四是编制了音乐教师动态能力评价量表,并构建出音乐教师动态能力评价的具体模型,制定了模型的具体评价标准；五是随机抽取了福州市28所中小学的135名音乐教师进行了问卷调查,得到福州市音乐教师动态能力总体得分相对集中,大多处于“中”、“良”两个层次,以及调查对象在五个具体维度的某些指标得分上存在一些差异的结论；六是实证研究发现,在影响音乐教师动态能力的众多因素中,学校艺术活动开展、音乐教师团队教学研讨、单位组织培训的效率、单位对音乐教育科目的重视程度等外部影响因素,对音乐教师动态能力的发展起到正向的推进作用；七是从组成音乐教师动态能力的五个维度出发,通过提高音乐教师动态能力的获取能力、提高音乐教师动态信息的吸收能力、提高音乐教师的内部动态整合能力、提高音乐教师的外部动态调适能力、提高音乐教师的动态资源应用能力,多措并举、多管齐下,促进音乐教师动态能力的提升和区域中小学音乐教育整体水平的提高。
[Abstract]:With the renewal of the concept of music education reform and the increasing emphasis on aesthetic education in our country, the creative requirements of teaching practice in music teaching have been gradually strengthened, especially in the current Internet information age. The rapid influx of music information, the ever-changing Internet application technology and the increasingly flexible and changeable music teaching environment force music teachers to actively improve their knowledge structure and enhance their vocational skills. Adapt to the changing external dynamic environment. Under the guidance of innovative philosophy of music education, combined with the new requirements of the development of music teachers' education and the sustainable development of music teachers' specialty, this paper summarizes the theory of teachers' ability development and the theory of dynamic ability. From the perspective of dynamic development, based on the level of dynamic information resources of music education, this paper attempts to construct the theory of music teachers' dynamic ability, and adopts the method of combining quantitative and qualitative analysis to develop a scale for evaluating music teachers' dynamic ability. This paper constructs the evaluation model of music teachers' dynamic ability by using the analytic hierarchy process (AHP). Finally, taking some primary and middle school music teachers in Fuzhou as the research object, the author makes an empirical analysis, and gives the countermeasures and suggestions to improve the music teachers' dynamic ability. The study draws the following conclusions: first, music is one of the most innovative art forms, music teachers should encourage innovation and practice innovation in educational practice; second, the ability of music teachers should not be fixed. But must follow the time and the music teaching practice change, at any time adapts to the music education dynamic request. With the help of the theory of "dynamic ability" in enterprise strategic research, this paper constructs the basic theory of music teacher's dynamic ability and the five-dimensional framework of music teacher's dynamic ability. Combing out the five dimensions of music teachers' dynamic ability: the ability of obtaining music teachers' dynamic information, the ability of absorbing music teachers' dynamic information, the ability of music teachers' internal dynamic integration, and the ability of music teachers' external dynamic adjustment. The application ability of music education dynamic information resources is further subdivided into 25 specific evaluation indexes. Fourth, the music teachers' dynamic ability evaluation scale is compiled, and the concrete model of music teachers' dynamic ability evaluation is constructed. Finally, 135 music teachers from 28 primary and middle schools in Fuzhou were randomly selected for a questionnaire survey, and the overall score of dynamic ability of music teachers in Fuzhou was relatively concentrated, most of them were in "middle". The conclusion that there are some differences in the scores of some indexes in the five specific dimensions between the two levels of "good" and "good"; sixth, the empirical study found that among the many factors that affect the dynamic ability of music teachers, school art activities are carried out. The external factors, such as the discussion of music teachers' team teaching, the efficiency of organizing and training, the degree of attention paid by the units to the subjects of music education, play a positive role in the development of the music teachers' dynamic ability. Seventh, starting from the five dimensions that constitute the dynamic ability of music teachers, by improving the ability of obtaining the dynamic ability of music teachers, improving the ability of absorbing the dynamic information of music teachers, and improving the internal dynamic integration ability of music teachers, To improve the external dynamic adjustment ability of music teachers, to improve the application ability of music teachers' dynamic resources, to improve the dynamic ability of music teachers and to improve the overall level of music education in regional primary and secondary schools.
【学位授予单位】：福建师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.951

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