本文選題：音樂教育 + 動態(tài)能力　； 參考：《福建師范大學》2016年博士論文

【摘要】：隨著音樂教育改革的理念不斷更新以及我國對美育的重視度不斷增強,音樂教學中對教學實踐的創(chuàng)新性要求也逐步增強,尤其是在當前互聯(lián)網信息時代下,迅猛涌入的音樂信息和日新月異的互聯(lián)網應用技術,越來越靈活多變的音樂教學環(huán)境,都迫使音樂教師積極完善自身的知識結構、提升職業(yè)技能,與不斷變化的外部動態(tài)環(huán)境相適應。本文在創(chuàng)新音樂教育哲學的指導下,結合音樂教師教育發(fā)展和音樂教師專業(yè)可持續(xù)發(fā)展的新要求,在對教師能力發(fā)展理論、動態(tài)能力理論進行綜述的基礎上,從動態(tài)發(fā)展的視角,立足音樂教育動態(tài)信息資源層面,試圖構建音樂教師動態(tài)能力理論,并采用定量和定性分析相結合的方法,擬制了音樂教師動態(tài)能力評價量表,采用層次分析法構建了音樂教師動態(tài)能力評價模型,最后以福州市部分中小學音樂教師為研究對象進行了實證分析,并給出了提升音樂教師動態(tài)能力的對策與建議。研究得出如下結論：一是音樂是最富有創(chuàng)新性的藝術形式之一,音樂教師在教育實踐中要鼓勵創(chuàng)新、踐行創(chuàng)新；二是音樂教師自身的能力不應是一成不變的,而要跟隨時代和音樂教學實踐的變化而變化,隨時適應音樂教育的動態(tài)要求。本文借助企業(yè)戰(zhàn)略研究中的“動態(tài)能力”理論,建構了音樂教師動態(tài)能力的基礎理論與音樂教師動態(tài)能力的五維框架；三是從外部動態(tài)信息資源視角,梳理出音樂教師動態(tài)能力的五個構成維度：音樂教師動態(tài)信息的獲取能力、音樂教師動態(tài)信息的吸收能力、音樂教師內部動態(tài)整合能力、音樂教師外部動態(tài)調適能力、音樂教育動態(tài)信息資源的應用能力,并將五個維度進一步細分為25個具體的評價指標；四是編制了音樂教師動態(tài)能力評價量表,并構建出音樂教師動態(tài)能力評價的具體模型,制定了模型的具體評價標準；五是隨機抽取了福州市28所中小學的135名音樂教師進行了問卷調查,得到福州市音樂教師動態(tài)能力總體得分相對集中,大多處于“中”、“良”兩個層次,以及調查對象在五個具體維度的某些指標得分上存在一些差異的結論；六是實證研究發(fā)現(xiàn),在影響音樂教師動態(tài)能力的眾多因素中,學校藝術活動開展、音樂教師團隊教學研討、單位組織培訓的效率、單位對音樂教育科目的重視程度等外部影響因素,對音樂教師動態(tài)能力的發(fā)展起到正向的推進作用；七是從組成音樂教師動態(tài)能力的五個維度出發(fā),通過提高音樂教師動態(tài)能力的獲取能力、提高音樂教師動態(tài)信息的吸收能力、提高音樂教師的內部動態(tài)整合能力、提高音樂教師的外部動態(tài)調適能力、提高音樂教師的動態(tài)資源應用能力,多措并舉、多管齊下,促進音樂教師動態(tài)能力的提升和區(qū)域中小學音樂教育整體水平的提高。
[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.
【學位授予單位】：福建師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G633.951

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