湖南省中等职业学校音乐专业音乐课程资源探究
发布时间：2019-03-23 20:17
【摘要】：社会的变革要求教育的变革。20世纪开始的以计算机为标志的第三次工业革命,引发了世界上许多国家对中等教育结构体制的改革,如美、日、俄等发达国家现已逐步普及高中,因而不存在颁发学历、文凭的中职教育,全凭社区学院暑假、夜校课程及研讨班等机构来弥补许多专业领域的音乐教育,英国也只是提供非全日制学习条件下的综合性的基础音乐培训来帮助那些希望获取音乐学院文凭的学生。 在我国,普通高中尚未普及,初中分流带来的职教问题,及课程模式多样化的问题,依然存在。新型的专门的职业技术教育是普通教育分化的结果。早在1994年全国教育工作会议的报告中李鹏同志就指出:要“调整教育结构,把提高劳动者素质、大力发展职业教育放在重要的位置”,同时表示“接受过各级各类职业教育的学生,根据本人的意愿、条件和可能,都允许接受更高层次的教育,获取更多的机会”,希望通过改革,“逐步形成初等、中等、高等普通教育和职业教育共同发展、相互衔接、比例合理的教育体系”。 中等职业学校作为具备中等教育功能的教育结构,近年来随着社会发展和生产的需要,办学模式也有了变化,普通教育职业化,职业教育普通化,成为中等教育改革的大趋势。音乐专业落户中等职业学校,就是中等职业学校办学模式多样化、职业教育普通化、特色化的具体显现。一方面它为社会培养初级音乐专业人才,满足社会对各级各类层次劳动者的需要,更重要的是,它为学生专业音乐学习提供了可持续性发展的机会,即为高一级音乐院校输送合格新生,是实现中等职业教育与高等教育协调发展、整体衔接的一种具体的教育体系,然而理想与现实的差距,使得音乐专业在中等职业学校并不十分受重视,中等职业学校这一“任务转移战略”似乎只停留在理论上的必要,在具体的教学实践中还存在许多困惑和实实在在的困难。中等职业学校的音乐专业如何实施其双重培养任务,如何满足学生的多样化发展需要,也正是中等职业学校从此方向特色化办学能否成功的重要标志,而这最终取决于学校课程与教学的特色化问题。笔者认为,具体
[Abstract]:The transformation of society requires the reform of education. The third industrial revolution marked by computers, which began in the 20th century, led to the reform of the structure and system of secondary education in many countries in the world, such as the United States and Japan. Developed countries such as Russia and other developed countries have gradually popularized high schools, so there is no secondary vocational education for awarding qualifications and diplomas. All these institutions rely on community colleges for summer holidays, evening courses and seminars to make up for music education in many professional fields. The UK also offers comprehensive basic music training under part-time learning conditions to help students who want to earn a diploma from the Academy of Music. In our country, ordinary high school has not been popularized, the problem of vocational education brought about by the diversion of junior middle school, and the problem of diversification of curriculum pattern still exist. The new specialized vocational and technical education is the result of the differentiation of general education. As early as the report of the 1994 National Conference on Education, Comrade Li Peng pointed out: "it is necessary to" readjust the educational structure, improve the quality of workers, and vigorously develop vocational education in an important position. " At the same time, he said that "students who have received vocational education at all levels and various levels will, according to their wishes, conditions and possibilities, be allowed to receive a higher level of education and obtain more opportunities." they hope that through reform, "primary and secondary education will gradually be formed." Higher general education and vocational education develop together, connect with each other, and have a reasonable proportion of the education system. Secondary vocational school, as an educational structure with the function of secondary education, has changed in recent years with the needs of social development and production. The professionalization of general education and the popularization of vocational education have become the major trend of secondary education reform. Music major settled in secondary vocational schools, is the diversification of secondary vocational schools, vocational education ordinary, specific appearance. On the one hand, it trains junior music professionals for the society, meets the needs of workers at all levels and levels, and, more importantly, it provides a sustainable development opportunity for students' professional music learning. That is to say, to transport qualified freshmen to higher music colleges and universities is a concrete educational system to realize the coordinated development of secondary vocational education and higher education, but the gap between ideal and reality. Music majors are not paid much attention to in secondary vocational schools. The "task transfer strategy" of secondary vocational schools seems to remain only a theoretical necessity, and there are still many puzzles and real difficulties in the concrete teaching practice. How to carry out its double-cultivation task and how to meet the diversified development needs of students in secondary vocational schools is also an important symbol of whether secondary vocational schools can be successful in running special schools in this direction. And this ultimately depends on the characteristics of the school curriculum and teaching. In the author's opinion, concrete
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：J60-4;G712.3
本文编号：2446193
[Abstract]:The transformation of society requires the reform of education. The third industrial revolution marked by computers, which began in the 20th century, led to the reform of the structure and system of secondary education in many countries in the world, such as the United States and Japan. Developed countries such as Russia and other developed countries have gradually popularized high schools, so there is no secondary vocational education for awarding qualifications and diplomas. All these institutions rely on community colleges for summer holidays, evening courses and seminars to make up for music education in many professional fields. The UK also offers comprehensive basic music training under part-time learning conditions to help students who want to earn a diploma from the Academy of Music. In our country, ordinary high school has not been popularized, the problem of vocational education brought about by the diversion of junior middle school, and the problem of diversification of curriculum pattern still exist. The new specialized vocational and technical education is the result of the differentiation of general education. As early as the report of the 1994 National Conference on Education, Comrade Li Peng pointed out: "it is necessary to" readjust the educational structure, improve the quality of workers, and vigorously develop vocational education in an important position. " At the same time, he said that "students who have received vocational education at all levels and various levels will, according to their wishes, conditions and possibilities, be allowed to receive a higher level of education and obtain more opportunities." they hope that through reform, "primary and secondary education will gradually be formed." Higher general education and vocational education develop together, connect with each other, and have a reasonable proportion of the education system. Secondary vocational school, as an educational structure with the function of secondary education, has changed in recent years with the needs of social development and production. The professionalization of general education and the popularization of vocational education have become the major trend of secondary education reform. Music major settled in secondary vocational schools, is the diversification of secondary vocational schools, vocational education ordinary, specific appearance. On the one hand, it trains junior music professionals for the society, meets the needs of workers at all levels and levels, and, more importantly, it provides a sustainable development opportunity for students' professional music learning. That is to say, to transport qualified freshmen to higher music colleges and universities is a concrete educational system to realize the coordinated development of secondary vocational education and higher education, but the gap between ideal and reality. Music majors are not paid much attention to in secondary vocational schools. The "task transfer strategy" of secondary vocational schools seems to remain only a theoretical necessity, and there are still many puzzles and real difficulties in the concrete teaching practice. How to carry out its double-cultivation task and how to meet the diversified development needs of students in secondary vocational schools is also an important symbol of whether secondary vocational schools can be successful in running special schools in this direction. And this ultimately depends on the characteristics of the school curriculum and teaching. In the author's opinion, concrete
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：J60-4;G712.3
【引证文献】
相关硕士学位论文 前1条
1 钮小静;初中音乐课程资源的开发与利用[D];华中师范大学;2007年
，本文编号：2446193
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