广西乡村学校音乐教育师资队伍现状调查研究

发布时间：2018-06-07 21:51

本文选题：广西壮族自治区 + 乡村　；参考：《广西师范学院》2015年硕士论文

【摘要】：2014年1月10日,教育部以教体艺〔2014〕1号印发《关于推进学校艺术教育发展的若干意见》里面的内容其中有提到:要发挥政府的协调作用与组织能力,面对现阶段艺术师资短缺问题的现实困难,要根据课程方案规定的课时数和学校班级数有计划、分步骤配齐专职艺术教师,重点补充乡村、边远、贫困和民族地区镇学校的艺术教师。地方教育部门机构要发挥自身优势,实行县(区)域内艺术教师交流制度,鼓励艺术教师采取“对口联系”、“下乡巡教”等形式到乡村学校任教进行多渠道解决。提高乡村教师的业务水平,打造一支结构合理,数量稳定的乡村音乐师资队伍,就要对其进行调查和研究,这将是未来教育改革与教育发展的着重点。意见明确,义务教育阶段学校开设艺术课程,应确保艺术课程课时总量不低于国家课程方案规定占总课时9%的下限,鼓励有条件的学校按总课时的11%开设艺术课程,初中阶段艺术课程课时不低于义务教育阶段艺术课程总课时的20%。普通高中要保证艺术类必修课程的6个学分。中等职业学校要将艺术课程纳入公共基础必修课,保证72学时。还要求,从2014年开始,省级教育行政部门和部属高校要向教育部提交学校艺术教育发展年度报告。文章在调查研究广西壮族自治区乡村中小学音乐师资现状过程里,面对着国家教育部门去年的文件所要求的义务教育阶段学校开设艺术课程必须达到的百分比和学时;如此明确而具体的数字要求,是什么原因导致基层学校在素质教育方面迟迟未能得到落实和达标?综合社会现状、基层的中小学校与教师个体等诸多因素,希望能够抓住问题的突出矛盾,进而提出一些建设性的对策,为将来提高广西壮族自治区乡村音乐师资队伍的质量,尽自己一份绵薄之力。随着人类社会的不断进步,乡村的基础与素质教育也越发受到国家相关部门的重视。这必将形成一股巨大的推动力,对今后乡村人口整体素质的提高和国家经济的长远发展起到极大的促进作用。在之前很长的一段时期,广西省的乡村中小学音乐教师,不管是从经济待遇、生活状况、社会地位、结构配置等方面,都处于一个十分不合理的状态。这篇论文是以广西壮族自治区的乡村音乐教师队伍建设现状的弊端为大背景,以乡村音乐老师(包括了教师的质量、待遇)等方面作为研究对象,目的在于能够解决乡村中小学音乐师资队伍现状所反映出来的主要问题,通过查阅大量的文献资料和制作问卷调查,并进行相关的数据统计与分析,立足寻求广西省乡村中小学音乐师资现状所面临的主要问题的症结所在,不断改善乡村中小学教师的生活环境和工作待遇,努力促进和提高乡村的素质教育,为促进乡村教育的向前发展出一份微薄之力。本人通过文献查阅、问卷调查和数据统计等大量的调研活动,对广西壮族自治区乡村音乐教师的现状和集中的突出问题进行了分析与论述,主要从乡村音乐教师队伍的人数、学历结构、职称结构、性别结构、年龄结构、教龄结构、专业结构、专、兼职对比、教师培训(继续教育)的情况,从多方面入手进行了调查研究,结果表明人员配备的不完善、音乐学科被边缘化、学历和年龄结构不合理、教学能力水平不高、教师待遇偏低是目前乡村音乐师资现状普遍存在的问题,而导致这些问题存在的主要原因是:我国长期处于城乡二元结构,发展不均衡、乡村中小学教师的培训体系存在缺陷、素质教育长期受到忽视、未形成合理的流动和补充机制等。针对广西壮族自治区乡村中小学音乐师资的现有状况所反映出的诸多问题,本人也对许多学者之前提出的解决乡村中小学音乐师资问题的研究与建议进行过参考,总结出了一些乡村中小学音乐师资队伍建设问题的策略与方法,比如政府对乡村教师聘任制度的完善、相关部门要建立健全乡村中小学教师合理流动机制、加大财政投入,改善乡村音乐教师的工作和生活环境、完善乡村中小学教师的培训体系,增强教师专业水平、努力缩短城乡差距,稳定音乐教师数量等,以逐步推进和改善乡村中小学音乐师资现状,对于提高广西乡村中小学教师整体水平和全面落实素质教育将起到积极的作用。
[Abstract]:In January 10, 2014, the Ministry of Education issued a number of opinions on promoting the development of school art education by teaching body art [2014] 1. It mentioned that it is necessary to play the coordination role and organizational ability of the government, to face the current difficulties of the shortage of art teachers at the present stage, the number of hours and school classes set according to the curriculum plan. The local education department should give full play to its own advantages, carry out the art teacher exchange system in the county (District) domain, encourage the art teachers to take the form of "counterpart contact" and "go to the countryside" to the rural schools. It will be the focus of the future education reform and the development of education. This will be the key to the future education reform and the development of education. It is clear that the school of art should be set up in the stage of compulsory education and the total time of the course of art should be ensured. The amount is not less than the lower limit of 9% of the total class time in the course of the national curriculum, encouraging the conditions of the school to open the art course according to 11% of the total class hours. The middle school stage of the art course is not less than the 20%. ordinary high school in the compulsory education stage of the art course to ensure the 6 credits of the compulsory courses of the art class. It will be included in the compulsory course of the public foundation, and the 72 school hours are guaranteed. From 2014, the provincial education administration department and the Ministry of colleges and universities should submit the annual report on the development of school art education to the Ministry of education. In the investigation and study of the status of the music teachers in the rural primary and secondary schools in the Guangxi Zhuang Autonomous Region, the paper faces the documents of the national education department last year. What is the percentage and school hours that schools must reach in the compulsory education stage of compulsory education; what is the reason for such clear and specific digital requirements that the reasons lead to the delay in the implementation of the basic level schools in the quality education, the comprehensive social status, the primary and secondary school and the teachers' individual, and so on. Some constructive countermeasures are put forward to improve the quality of the the Guangxi Zhuang Autonomous Region rural music teachers in the future. With the continuous progress of the human society, the basic and quality education of the country has been paid more and more attention by the national departments. This will surely form a huge push. Power has played a great role in promoting the overall quality of the rural population in the future and the long-term development of the national economy. In a long period of time, the rural primary and middle school music teachers in Guangxi province were in a very unreasonable state in terms of economic treatment, living conditions, social status, and structural configuration. The paper is based on the disadvantages of the current situation of the construction of the rural music teachers in the Guangxi Zhuang Autonomous Region. It takes the rural music teachers (including the quality of teachers, the treatment) as the research object. The aim is to solve the main problems which are reflected in the current situation of the music teachers in the rural primary and secondary schools, and through consulting a large number of documents. The data and production questionnaire survey, and the relevant data statistics and analysis, based on the crux of the main problems facing the current situation of music teachers in rural primary and secondary schools in Guangxi Province, constantly improve the living environment and work treatment of the rural primary and secondary school teachers, and strive to promote and improve the quality education in rural areas, in order to promote the rural education forward. Through literature review, questionnaire survey and data statistics, I have analyzed and discussed the current situation and concentrated problems of rural music teachers in the Guangxi Zhuang Autonomous Region, mainly from the number of rural music teachers, educational structure, title structure, gender structure, age structure. The teaching age structure, professional structure, specialized, part-time contrast, and teacher training (continuing education) have been investigated and studied from many aspects. The results show that the staffing is not perfect, the music discipline is marginalized, the education and age structure are not reasonable, the teaching ability is not high, the teacher treatment is low, and the current situation of rural music teachers is generally stored. The main reasons for these problems are: our country is in the two yuan structure of urban and rural areas for a long time, the development is not balanced, the training system of the primary and middle school teachers in rural areas is defective, the quality education is neglected for a long time, and the rational flow and supplementary mechanism is not formed. The existing music teachers in the rural primary and middle schools in the Guangxi Zhuang Autonomous Region are present. The problems reflected in the situation, I also made a reference to the research and suggestions on solving the problem of music teachers in rural primary and secondary schools, and summed up some strategies and methods for the construction of music teachers in rural primary and secondary schools, such as the improvement of the government employment system for rural teachers and the establishment of relevant departments. We should improve the rational flow mechanism of rural primary and secondary school teachers, increase financial input, improve the work and living environment of rural music teachers, improve the training system of teachers in primary and secondary schools, enhance the professional level of teachers, shorten the gap between urban and rural areas and stabilize the number of music teachers, so as to promote and improve the status of music teachers in primary and secondary schools step by step. It will play a positive role in improving the overall level of teachers in rural primary and secondary schools in Guangxi and implementing quality-oriented education in an all-round way.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.951

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