【摘要】：國(guó)家的綜合國(guó)力、科技進(jìn)步、知識(shí)創(chuàng)新的能力和水平、將越來(lái)越取決于教育的發(fā)展和人才的競(jìng)爭(zhēng)。為求得“人”的全面發(fā)展而致力于審美素質(zhì)提升的大學(xué)公共音樂(lè)教育，已成為培養(yǎng)現(xiàn)代化人才綜合素質(zhì)的一個(gè)重要方面，在國(guó)家高度重視之下的大學(xué)公共音樂(lè)教育的改革發(fā)展步伐正在加快。但是，在音樂(lè)教育專(zhuān)業(yè)等同模式和素質(zhì)教育盲從熱潮的偏頗觀念影響下，致使大學(xué)公共音樂(lè)教育在專(zhuān)業(yè)同化、簡(jiǎn)化、泛化、強(qiáng)化、窄化的束縛中無(wú)法解脫羈絆，這將極易導(dǎo)致普通大學(xué)公共音樂(lè)教育失卻原有本質(zhì)的教育作用。該文將力圖在縱與橫、動(dòng)與靜、求同與求異、定性與定量的整體剖析和比較歸納中，以辨證理性的研究思路為指導(dǎo)，在以專(zhuān)業(yè)(音樂(lè)學(xué)院和師范院系的音樂(lè)教育專(zhuān)業(yè))與非專(zhuān)業(yè)(普通大學(xué)公共音樂(lè)教育)的教育流程的對(duì)比中，理清專(zhuān)業(yè)與非專(zhuān)業(yè)音樂(lè)教育異同的線(xiàn)條和脈絡(luò)，區(qū)分出慣存的優(yōu)劣之勢(shì)，在借鑒繼承優(yōu)秀的、適宜于公共音樂(lè)教育發(fā)展的專(zhuān)業(yè)教育模式中，剔除阻礙大學(xué)公共音樂(lè)教育持續(xù)發(fā)展的弊端，在理性的區(qū)分、融會(huì)與整合中，為充實(shí)和創(chuàng)設(shè)普通高校公共音樂(lè)教育培養(yǎng)方案提供有價(jià)值的參考。 全文共分七部分：第一部分：引言——將以明確的研究思路和研究?jī)r(jià)值展現(xiàn)主題的立意與論點(diǎn)；第二部分：培養(yǎng)方向的異同——從培養(yǎng)目標(biāo)、專(zhuān)業(yè)口徑、職業(yè)適應(yīng)面進(jìn)行重點(diǎn)突出的敘述和比較；第三部分：教育價(jià)值的異同——以?xún)r(jià)值取向?yàn)榍腥朦c(diǎn)，從育人、學(xué)術(shù)、社會(huì)等價(jià)值的不同方面逐步展開(kāi)；第四部分：教育觀念的異同——重視觀念變革是改革與構(gòu)建先導(dǎo)的基礎(chǔ)，在異同中尋求創(chuàng)生與理性相融會(huì)的新課程觀念，并使之貫穿在大學(xué)公共音樂(lè)教育的始終；第五部分：教學(xué)與課程設(shè)置的異同——從教學(xué)的內(nèi)在功能、作用、課程設(shè)置的優(yōu)劣之處進(jìn)行細(xì)化和歸類(lèi)；第六部分：剖析與建構(gòu)——存切中時(shí)弊的思考中對(duì)課程設(shè)置、師資隊(duì)伍、教材教法、校園文化進(jìn)行多維建構(gòu)和體系綜合化的構(gòu)想；第七部分：結(jié)語(yǔ)——從異同研究的理性匯通中簡(jiǎn)明、準(zhǔn)確地對(duì)全文整體內(nèi)容和研究結(jié)果進(jìn)行綜述。
[Abstract]:The comprehensive national strength, scientific and technological progress, and the ability and level of knowledge innovation will depend more and more on the development of education and the competition of talents. In order to achieve the all-round development of "man", the public music education in university, which is devoted to the improvement of aesthetic quality, has become an important aspect of cultivating the comprehensive quality of modern talents. The reform and development of public music education in universities is speeding up under the great attention of our country. However, under the influence of the concept of the equivalent mode of music education major and the tendency of blind obedience in quality education, the university public music education can not be freed from the fetters of assimilation, simplification, generalization, strengthening and narrowing in the professional assimilation, simplification, generalization, strengthening and narrowing. This will easily lead to the general university public music education lost the original essence of the educational role. This article will try hard in the vertical and horizontal, dynamic and static, seek common and different, qualitative and quantitative overall analysis and comparative induction, guided by dialectical rational research ideas. In the comparison between professional (music education) and non-professional (public music education in ordinary universities), the lines and vein of the similarities and differences between professional and non-professional music education are clearly clarified in the comparison of professional (music education major and normal school department) and non-professional education (public music education in ordinary universities). Distinguish the advantages and disadvantages of habitual, in the professional education mode which inherits excellent, suitable for the development of public music education, eliminate the malpractice that hinders the sustainable development of university public music education, in the rational distinction, integration and integration, It provides valuable reference for enriching and creating public music education training programs in colleges and universities. The full text is divided into seven parts: the first part: introduction-will show the intention and argument of the theme with clear research ideas and research values; The second part: the similarities and differences of the training direction-from the training goal, the professional caliber, the professional adaptation face to carry on the important narration and the comparison; The third part: the similarities and differences of educational value-with the value orientation as the starting point, it develops gradually from the different aspects of educational, academic, social and other values; Part four: the similarities and differences of educational concepts-the emphasis on the reform and construction of the concept is the basis of the reform and construction, in the similarities and differences to seek the creation and rationality of the new curriculum concept, and make it run through the university public music education from beginning to end; The fifth part: the similarities and differences between teaching and curriculum-from the internal function of teaching, function, the advantages and disadvantages of the curriculum to refine and classify; Part VI: analysis and construction-the idea of multi-dimensional construction and systematic integration of curriculum, teaching staff, teaching materials and methods, and campus culture in the process of thinking about the current disadvantages. Part 7: conclusion-A concise and accurate summary of the whole text and the research results from the rational convergence of similarities and differences.
【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】：2005
【分類(lèi)號(hào)】：J60-4;G642.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 付馨;普通高校音樂(lè)公選課教材選編現(xiàn)狀研究[D];東北師范大學(xué);2007年

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本文編號(hào)：2447208