發(fā)布時(shí)間：2018-04-02 00:22

  本文選題：音樂(lè)教師教育　切入點(diǎn)：課程　出處：《首都師范大學(xué)》2006年碩士論文

【摘要】：近年來(lái)，由于經(jīng)濟(jì)全球化的沖擊，教育領(lǐng)域也受到影響。世界各國(guó)都認(rèn)識(shí)到，提高經(jīng)濟(jì)水平和綜合國(guó)力的重要因素是教育，而提高教育質(zhì)量的關(guān)鍵是完善教師教育。經(jīng)過(guò)長(zhǎng)期爭(zhēng)論，教育界和教育理論界已達(dá)成共識(shí)：教師具有專業(yè)人員的基本特點(diǎn)，提高教師教育的專業(yè)化程度是推進(jìn)教師教育、進(jìn)而提升國(guó)家教育水平的重要舉措。 目前，，世界上包括美國(guó)、歐洲國(guó)家在內(nèi)的很多發(fā)達(dá)國(guó)家在音樂(lè)教育領(lǐng)域都形成了自己的特色，音樂(lè)教師教育體制相對(duì)完善。相比之下，我國(guó)屬于教師教育起步較晚的國(guó)家，我國(guó)的音樂(lè)教師教育及其研究尚處于初級(jí)階段，職前培養(yǎng)和職后培訓(xùn)兩個(gè)部分有待進(jìn)行規(guī)范和相互銜接，形成“一體化”的音樂(lè)教師教育體系。其中，職前培養(yǎng)部分是整個(gè)音樂(lè)教師教育體系的關(guān)鍵，形成高水平和高質(zhì)量的音樂(lè)教師職前培養(yǎng)，是提升音樂(lè)教師教育整體水平的關(guān)鍵。 音樂(lè)教師教育的職前培養(yǎng)在大學(xué)完成，職前培養(yǎng)的核心是課程體系。本文期待通過(guò)對(duì)澳大利亞這一發(fā)達(dá)國(guó)家中一所著名大學(xué)音樂(lè)學(xué)院——墨爾本大學(xué)音樂(lè)學(xué)院音樂(lè)教師教育課程體系進(jìn)行分析，獲得對(duì)我國(guó)有益的啟示，為我國(guó)音樂(lè)教師教育專業(yè)化水平的提升提供有益的借鑒。 本文研究共分四個(gè)部分：第一部分為問(wèn)題的提出，主要從國(guó)際教師教育背景角度出發(fā)，闡述我國(guó)教師教育領(lǐng)域以及音樂(lè)教師教育領(lǐng)域的發(fā)展?fàn)顩r和存在問(wèn)題，引出對(duì)澳大利亞墨爾本大學(xué)音樂(lè)教師教育學(xué)位——五年制音樂(lè)暨教育雙學(xué)位課程體系的分析；第二部分對(duì)五年制音樂(lè)暨教
[Abstract]:In recent years, due to the impact of economic globalization, the field of education has also been affected.Countries all over the world realize that education is an important factor to improve economic level and comprehensive national strength, and the key to improve the quality of education is to perfect teacher education.After a long debate, the educational circles and the educational theorists have reached a consensus: teachers have the basic characteristics of professionals, to improve the degree of specialization of teacher education is an important measure to promote teacher education, and then improve the level of education in the country.At present, many developed countries in the world, including the United States and European countries, have formed their own characteristics in the field of music education, and the education system of music teachers is relatively perfect.In contrast, our country belongs to the country where teacher education started relatively late, the music teacher education and its research are still in the initial stage, the two parts of pre-service training and post-service training need to be standardized and connected with each other.To form an integrated music teacher education system.Among them, the part of pre-service training is the key of the whole music teacher education system, and the key to improve the overall level of music teacher education is to form a high level and high quality music teacher pre-service training.The pre-service training of music teachers is completed in university, and the core of pre-service training is the curriculum system.This paper looks forward to the analysis of music teacher education curriculum system of Melbourne University Conservatory of Music, a famous university in Australia, which is a developed country, in order to obtain beneficial enlightenment to our country.It provides a useful reference for the improvement of the professional level of music teachers' education in our country.This paper is divided into four parts: the first part is the problem, mainly from the perspective of international teacher education background, expounds the development and existing problems in the field of teacher education and music teacher education in China.The second part is about the music and teaching of the five-year system of music and education, the second part is the analysis of the music teacher education degree of the University of Melbourne, Australia.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：J60-4;G642.3

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 潘雪;;首都師范大學(xué)與墨爾本大學(xué)音樂(lè)教師培養(yǎng)的比較研究[J];內(nèi)蒙古電大學(xué)刊;2013年02期

相關(guān)碩士學(xué)位論文 前2條

1 宋秀全;中小學(xué)音樂(lè)教師職前教育研究[D];曲阜師范大學(xué);2010年

2 張利靜;澳大利亞教師職前教育方案的國(guó)家認(rèn)證制研究[D];西南大學(xué);2012年

本文編號(hào)：1697967