湖南省中等職業(yè)學校音樂專業(yè)音樂課程資源探究
發(fā)布時間：2019-03-23 20:17
【摘要】：社會的變革要求教育的變革。20世紀開始的以計算機為標志的第三次工業(yè)革命,引發(fā)了世界上許多國家對中等教育結構體制的改革,如美、日、俄等發(fā)達國家現已逐步普及高中,因而不存在頒發(fā)學歷、文憑的中職教育,全憑社區(qū)學院暑假、夜校課程及研討班等機構來彌補許多專業(yè)領域的音樂教育,英國也只是提供非全日制學習條件下的綜合性的基礎音樂培訓來幫助那些希望獲取音樂學院文憑的學生。 在我國,普通高中尚未普及,初中分流帶來的職教問題,及課程模式多樣化的問題,依然存在。新型的專門的職業(yè)技術教育是普通教育分化的結果。早在1994年全國教育工作會議的報告中李鵬同志就指出:要“調整教育結構,把提高勞動者素質、大力發(fā)展職業(yè)教育放在重要的位置”,同時表示“接受過各級各類職業(yè)教育的學生,根據本人的意愿、條件和可能,都允許接受更高層次的教育,獲取更多的機會”,希望通過改革,“逐步形成初等、中等、高等普通教育和職業(yè)教育共同發(fā)展、相互銜接、比例合理的教育體系”。 中等職業(yè)學校作為具備中等教育功能的教育結構,近年來隨著社會發(fā)展和生產的需要,辦學模式也有了變化,普通教育職業(yè)化,職業(yè)教育普通化,成為中等教育改革的大趨勢。音樂專業(yè)落戶中等職業(yè)學校,就是中等職業(yè)學校辦學模式多樣化、職業(yè)教育普通化、特色化的具體顯現。一方面它為社會培養(yǎng)初級音樂專業(yè)人才,滿足社會對各級各類層次勞動者的需要,更重要的是,它為學生專業(yè)音樂學習提供了可持續(xù)性發(fā)展的機會,即為高一級音樂院校輸送合格新生,是實現中等職業(yè)教育與高等教育協調發(fā)展、整體銜接的一種具體的教育體系,然而理想與現實的差距,使得音樂專業(yè)在中等職業(yè)學校并不十分受重視,中等職業(yè)學校這一“任務轉移戰(zhàn)略”似乎只停留在理論上的必要,在具體的教學實踐中還存在許多困惑和實實在在的困難。中等職業(yè)學校的音樂專業(yè)如何實施其雙重培養(yǎng)任務,如何滿足學生的多樣化發(fā)展需要,也正是中等職業(yè)學校從此方向特色化辦學能否成功的重要標志,而這最終取決于學校課程與教學的特色化問題。筆者認為,具體
[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
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：J60-4;G712.3
本文編號：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
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：J60-4;G712.3
【引證文獻】
相關碩士學位論文 前1條
1 鈕小靜;初中音樂課程資源的開發(fā)與利用[D];華中師范大學;2007年
，本文編號：2446193
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