21世纪我国中小学音乐课程标准研究
发布时间：2019-06-04 07:44
【摘要】：进入21世纪,随着教育改革的不断深入,素质教育的理念更加深入人心。在此背景下,中小学音乐教育受到了前所未有的重视和瞩目。为加强对中小学音乐课程的宏观管理,充分发挥音乐教育在素质教育中的作用,教育部曾先后颁布实施了三部有关中小学音乐教育的法规文件。亦即：2000版《九年义务教育全日制小学/初级中学音乐教学大纲(修订稿)》、2001版《全日制义务教育音乐课程标准(实验稿)》和2011版《义务教育音乐课程标准》。三部法规文件的出台,有效地促进了本世纪以来中小学音乐教育的发展,进一步推动了国民基础音乐教育的改革。特别是《音乐新课标》的颁布实施,使传统的音乐教育观念得到了改变,以审美为核心的教育理念得到了进一步加强,中小学音乐教育体系也因此得以初步形成。但据调查了解,由于受传统教育观念的影响,人们对《音乐新课标》实施的意义还缺乏足够认识。《音乐新课标》虽然已颁布实施近五年,但是很多负有直接责任的教育主管部门、学校领导以及从事一线教学的教师,对其基本理念及内涵并不十分清楚。《音乐新课标》中所阐发的各种理念和目标尚未得到全面的贯彻落实,教育思想和教学方法仍然停留在《大纲修订稿》或《标准实验稿》的层面,《音乐新课标》的内涵本质及核心要素与《大纲修订稿》和《标准实验稿》有何不同,课程性质、课程目标、评价标准等都发生了哪些变化,很多中小学音乐教育工作者对此并不完全熟悉和理解。鉴于此,对三部法规文件的解读和比较分析显得非常重要。本文从三个方面对《大纲修订稿》、《标准实验稿》和《音乐新课标》进行了解读和比较研究。首先,结合时间背景,对三部法规文件的实施情况进行了分析,提出了各自的实施内容,以及在实施过程中所出现的困难和问题,简要地阐述、反思了导致困难与问题产生和存在的主要原因。其二,对《大纲修订稿》、《标准实验稿》和《音乐新课标》中的核心内容及要素进行了比较分析。一是从形式的角度对三部法规文献的异同和变化作了对比分析,内容包括版本的变化、名称的变化、篇幅的变化等；二是从内容的角度对三部法规文献的异同和变化作了对比分析,内容包括理念的变化、课程性质的变化以及课程内容的变化等。其三,提出了实施《音乐新课标》的建议和措施,具体表现在：强调学科特点、彰显人文精神；传授基本技能、提高审美情趣；激发学习乐趣、创新音乐实践；加强校本课程建设；创新教育思维、更新教学方法；等等。在此基础上,对发展、完善义务教育阶段音乐课程标准问题提出了展望。指出,制定和完善与《音乐新课标》相匹配的评价机制和操作方法,是确保《音乐新课标》顺利实施的重要保障。
[Abstract]:In the 21 st century, with the deepening of educational reform, the concept of quality education is more deeply rooted in the hearts of the people. In this context, music education in primary and secondary schools has received unprecedented attention and attention. In order to strengthen the macro management of music curriculum in primary and secondary schools and give full play to the role of music education in quality education, the Ministry of Education has promulgated and implemented three legal documents on music education in primary and secondary schools. That is, the 2000 edition of the whole-day compulsory education music syllabus (revised draft), the 2001 edition of the whole-day compulsory education music curriculum standard (experimental draft) and the 2011 edition of the compulsory education music curriculum standard. The introduction of three laws and regulations has effectively promoted the development of music education in primary and secondary schools since this century and further promoted the reform of national basic music education. In particular, with the promulgation and implementation of the New Music Curriculum Standard, the traditional concept of music education has been changed, the educational concept with aesthetics as the core has been further strengthened, and the music education system in primary and secondary schools has been initially formed. However, according to the investigation and understanding, due to the influence of traditional educational concepts, people still lack sufficient understanding of the significance of the implementation of the New Music Curriculum Standard. Although the New Music Curriculum Standard has been promulgated and implemented for nearly five years, But many of the education authorities with direct responsibility, school leaders and teachers engaged in front-line teaching, It is not very clear about its basic concept and connotation. The various ideas and objectives expounded in the New Music Curriculum Standard have not yet been fully implemented. The educational thought and teaching method are still at the level of "revised outline" or "Standard Experimental draft". How is the connotation, essence and core elements of the New Music Curriculum Standard different from the revised outline and the Standard Experimental draft, and the nature of the curriculum? Many primary and secondary school music educators are not fully familiar with and understand what changes have taken place in curriculum objectives and evaluation standards. In view of this, the interpretation and comparative analysis of the three regulatory documents is very important. This paper interprets and compares the revised outline, the Standard Experimental draft and the New Music Curriculum Standard from three aspects. First of all, combined with the time background, this paper analyzes the implementation of the three regulatory documents, puts forward their respective implementation contents, as well as the difficulties and problems in the implementation process, and briefly expounds, This paper reflects on the main reasons for the emergence and existence of difficulties and problems. Secondly, the core contents and elements of the revised outline, the Standard Experimental draft and the New Music Curriculum Standard are compared and analyzed. First, the similarities and differences and changes of the three legal documents are compared and analyzed from the point of view of form, including the change of version, the change of name, the change of space and so on. The second is to make a comparative analysis of the similarities and differences and changes of the three legal documents from the point of view of content, including the change of concept, the change of curriculum nature and the change of curriculum content. Thirdly, some suggestions and measures for the implementation of the New Music Curriculum Standard are put forward, which are as follows: emphasizing the characteristics of the subject, highlighting the humanistic spirit, imparting the basic skills, improving the aesthetic taste, arousing the fun of learning and innovating the music practice. Strengthen school-based curriculum construction, innovate educational thinking, update teaching methods, and so on. On this basis, this paper puts forward the prospect of developing and perfecting the music curriculum standard of compulsory education. It is pointed out that the formulation and improvement of the evaluation mechanism and operation method matching with the New Music Curriculum Standard is an important guarantee to ensure the smooth implementation of the New Music Curriculum Standard.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.951
本文编号：2492573
[Abstract]:In the 21 st century, with the deepening of educational reform, the concept of quality education is more deeply rooted in the hearts of the people. In this context, music education in primary and secondary schools has received unprecedented attention and attention. In order to strengthen the macro management of music curriculum in primary and secondary schools and give full play to the role of music education in quality education, the Ministry of Education has promulgated and implemented three legal documents on music education in primary and secondary schools. That is, the 2000 edition of the whole-day compulsory education music syllabus (revised draft), the 2001 edition of the whole-day compulsory education music curriculum standard (experimental draft) and the 2011 edition of the compulsory education music curriculum standard. The introduction of three laws and regulations has effectively promoted the development of music education in primary and secondary schools since this century and further promoted the reform of national basic music education. In particular, with the promulgation and implementation of the New Music Curriculum Standard, the traditional concept of music education has been changed, the educational concept with aesthetics as the core has been further strengthened, and the music education system in primary and secondary schools has been initially formed. However, according to the investigation and understanding, due to the influence of traditional educational concepts, people still lack sufficient understanding of the significance of the implementation of the New Music Curriculum Standard. Although the New Music Curriculum Standard has been promulgated and implemented for nearly five years, But many of the education authorities with direct responsibility, school leaders and teachers engaged in front-line teaching, It is not very clear about its basic concept and connotation. The various ideas and objectives expounded in the New Music Curriculum Standard have not yet been fully implemented. The educational thought and teaching method are still at the level of "revised outline" or "Standard Experimental draft". How is the connotation, essence and core elements of the New Music Curriculum Standard different from the revised outline and the Standard Experimental draft, and the nature of the curriculum? Many primary and secondary school music educators are not fully familiar with and understand what changes have taken place in curriculum objectives and evaluation standards. In view of this, the interpretation and comparative analysis of the three regulatory documents is very important. This paper interprets and compares the revised outline, the Standard Experimental draft and the New Music Curriculum Standard from three aspects. First of all, combined with the time background, this paper analyzes the implementation of the three regulatory documents, puts forward their respective implementation contents, as well as the difficulties and problems in the implementation process, and briefly expounds, This paper reflects on the main reasons for the emergence and existence of difficulties and problems. Secondly, the core contents and elements of the revised outline, the Standard Experimental draft and the New Music Curriculum Standard are compared and analyzed. First, the similarities and differences and changes of the three legal documents are compared and analyzed from the point of view of form, including the change of version, the change of name, the change of space and so on. The second is to make a comparative analysis of the similarities and differences and changes of the three legal documents from the point of view of content, including the change of concept, the change of curriculum nature and the change of curriculum content. Thirdly, some suggestions and measures for the implementation of the New Music Curriculum Standard are put forward, which are as follows: emphasizing the characteristics of the subject, highlighting the humanistic spirit, imparting the basic skills, improving the aesthetic taste, arousing the fun of learning and innovating the music practice. Strengthen school-based curriculum construction, innovate educational thinking, update teaching methods, and so on. On this basis, this paper puts forward the prospect of developing and perfecting the music curriculum standard of compulsory education. It is pointed out that the formulation and improvement of the evaluation mechanism and operation method matching with the New Music Curriculum Standard is an important guarantee to ensure the smooth implementation of the New Music Curriculum Standard.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.951
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