普通学校音乐教育审美范式的审视

发布时间：2018-03-22 01:14

本文选题：音乐教育　切入点：范式　出处：《南京师范大学》2004年硕士论文　论文类型：学位论文

【摘要】：当前的普通学校音乐教育为一种审美范式所主宰。作为一种宽泛的界定,审美范式概括了一大批音乐教育实践者和理论者的思维。他们的信念:美育,然后音乐教育;他们的问题:音乐教育过程如何成为审美过程?他们的解题方式:以情感人,以美育人。审美范式的历史样式有三种:强调教育功用的音乐审美——陶冶式;追求表演效果的音乐审美,技能主义——训练式;追求过程美育的音乐审美,反技能主义——体验式。这种范式的引领下教育实践面临着一些无法解决的问题:“学生喜欢音乐但不喜欢音乐课”成为十分流行的话语;音乐课越来越陷入唯美的泥潭,成了面向少数学生、演给少数人看的“节目”。将视界扩展到现代西方哲学、后现代教育学与课程论、比较音乐学、文化人类学和音乐人类学等多个学科领域,重新审视音乐教育的理论。音乐教育理论必须突破审美范式,实现文化转向。把文化理解作为音乐教育的基本前提,把审美放回它应有的位置。这要从两个方面做起。一要扩大并重建学术基础。充分地吸取其他人文社科的研究成果,以保持自身的活力。作为学科基础的音乐学,不应是早已“限于西方艺术音乐”的“音乐学”,而应代之以“范围包括所有时代所有民族的音乐”的“音乐人类学”。二要立足于实践教育学的层面,从亲身实践入手,以意义探寻取代普适规律的探究。
[Abstract]:The current school music education is dominated by an aesthetic paradigm. As a broad definition, the aesthetic paradigm summarizes the thinking of a large number of music education practitioners and theorists. Their beliefs: aesthetic education, then music education; their question: how does the music education process become the aesthetic process? Their way of solving problems: emotional touching, aesthetic education. There are three historical styles of aesthetic paradigm: musical aesthetic with emphasis on educational function-edifying style; music aesthetic with performance effect, skill doctrine-training style; music aesthetic with pursuit of process aesthetic education and anti-skill-experience style. Under the guidance of this paradigm, educational practice faces some problems that cannot be solved: "students like music but do not like music lessons" has become a very popular discourse; music lessons are more and more trapped in the quagmire of beauty and become a minority of students. A "show" for a small number of people. The field of view is extended to modern western philosophy, postmodern pedagogy and curriculum theory, comparative musicology, cultural anthropology and musical anthropology, etc. To realize the cultural turn, to take cultural understanding as the basic premise of music education and to put aesthetics back into its proper position. This should start from two aspects. First, we should expand and rebuild the academic base, fully absorb the research results of other humanities and social sciences, so as to maintain our vitality. "Musicology" should not be "limited to Western art music", but should be replaced by "Musical Anthropology" which covers all nationalities of all ages. Second, it should be based on the level of practical pedagogy and begin with personal practice. The exploration of universal laws is replaced by the exploration of meaning.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：J60-4

【引证文献】