本文選題：普通音樂(lè)教育 + 學(xué)校音樂(lè)教育�。� 參考：《上海音樂(lè)學(xué)院》2017年博士論文

【摘要】：本文研究我國(guó)普通音樂(lè)教育的基本架構(gòu)及其各部分的內(nèi)涵與作用。即普通音樂(lè)教育應(yīng)由學(xué)校音樂(lè)教育、家庭音樂(lè)教育及社會(huì)音樂(lè)教育三部分組成,彼此互為補(bǔ)充、相輔相成,共同實(shí)現(xiàn)對(duì)個(gè)體的完整的音樂(lè)教育。同時(shí),對(duì)三者在我國(guó)音樂(lè)教育中的研究現(xiàn)狀、國(guó)際相關(guān)研究現(xiàn)狀等進(jìn)行分析與辨析,通過(guò)文獻(xiàn)綜述確定研究對(duì)象、性質(zhì)與范疇,并進(jìn)一步確定研究方法。本文通過(guò)上篇、下篇各兩章節(jié),分別對(duì)我國(guó)普通音樂(lè)教育的架構(gòu)進(jìn)行詳細(xì)論述與分析。第一章論述普通音樂(lè)教育架構(gòu)中的學(xué)校音樂(lè)教育。第一節(jié)分析哲學(xué)基礎(chǔ)與學(xué)校音樂(lè)教育,從音樂(lè)教育哲學(xué)對(duì)學(xué)校音樂(lè)教學(xué)的影響,以及哲學(xué)思維對(duì)學(xué)校音樂(lè)教育的多元作用進(jìn)行論述;第二、第三節(jié)從比較研究的角度對(duì)學(xué)校音樂(lè)教育的課程標(biāo)準(zhǔn)在目標(biāo)設(shè)置、內(nèi)容設(shè)置等方面的變遷或版本差異進(jìn)行論述。作為比較研究的參考,對(duì)美國(guó)音樂(lè)課程標(biāo)準(zhǔn)的目標(biāo)理念、內(nèi)容框架等方面存在的理念差異進(jìn)行分析;第四節(jié)對(duì)基于課程標(biāo)準(zhǔn)的學(xué)校音樂(lè)教育現(xiàn)狀進(jìn)行研究。第二章分別對(duì)家庭音樂(lè)教育與社會(huì)音樂(lè)教育在音樂(lè)教育領(lǐng)域中起到的延續(xù)與拓展作用進(jìn)行梳理。家庭音樂(lè)教育的態(tài)度與觀念對(duì)于個(gè)體提升音樂(lè)素養(yǎng)給予了精神與物質(zhì)雙重支持;社會(huì)音樂(lè)教育以其靈活多變的形式與途徑,在普通音樂(lè)教育領(lǐng)域中起到十分獨(dú)特的、有力的支持作用。此外,終身音樂(lè)教育能作為學(xué)校、家庭與社會(huì)音樂(lè)教育提供長(zhǎng)期有效的后續(xù)保障。第三章從政治基礎(chǔ)的角度對(duì)普通音樂(lè)教育在架構(gòu)過(guò)程教育主管部門(mén)所處的角色與定位進(jìn)行分析。論述我國(guó)頒布的各類(lèi)相關(guān)政策對(duì)學(xué)校與社會(huì)音樂(lè)教育所起的作用與影響,以及政策在落地過(guò)程中各級(jí)政府職能在普通音樂(lè)教育領(lǐng)域中的履行情況等。作為比較研究的案例,分析美國(guó)全國(guó)音樂(lè)教育協(xié)會(huì)在推動(dòng)全美音樂(lè)學(xué)科發(fā)展過(guò)程中對(duì)國(guó)家法案與教育方針的制定等所起的作用與影響。本章最后分析我國(guó)目前的音樂(lè)教育評(píng)估狀況,并對(duì)在我國(guó)建設(shè)音樂(lè)教育評(píng)估體系的意義給予分析。第四章從我國(guó)普通音樂(lè)教育的現(xiàn)狀、存在的問(wèn)題及對(duì)音樂(lè)教師的需求等方面給予剖析。并基于社會(huì)音樂(lè)教育領(lǐng)域中師資來(lái)源情況,進(jìn)一步對(duì)高等專業(yè)音樂(lè)教育在人才培養(yǎng)過(guò)程中培養(yǎng)目標(biāo)的設(shè)置進(jìn)行可行性分析。本章最后一節(jié)就當(dāng)今互聯(lián)網(wǎng)科技與經(jīng)濟(jì)的飛速發(fā)展將對(duì)我國(guó)普通音樂(lè)教育產(chǎn)生的深刻影響與緊密結(jié)合的發(fā)展前景進(jìn)行展望,本文的最后部分在上述四章節(jié)研究的基礎(chǔ)上,進(jìn)一步提出關(guān)于構(gòu)建我國(guó)普通音樂(lè)教育架構(gòu)的五點(diǎn)總結(jié),為我國(guó)音樂(lè)教育的全面發(fā)展提供參考。
[Abstract]:This paper studies the basic structure of our country's general music education and the connotation and function of each part.That is to say, the general music education should consist of three parts: school music education, family music education and social music education, which complement each other and complement each other.At the same time, this paper analyzes and discriminates the research status of the three in music education in our country, and determines the research object, nature and category through literature review, and further determines the research methods.In this paper, the structure of Chinese general music education is discussed and analyzed in detail through the first part and the second chapter.The first chapter discusses the school music education in the framework of general music education.The first section analyzes the philosophy foundation and the school music education, from the music education philosophy to the school music teaching influence, as well as the philosophy thought to the school music education multivariate function carries on the elaboration; second,In the third section, from the perspective of comparative study, the author discusses the changes or edition differences of the curriculum standards of school music education in terms of goal setting, content setting and so on.As the reference of the comparative study, this paper analyzes the differences of the American music curriculum standards in the aspects of goal idea, content framework and so on. The fourth section studies the current situation of the school music education based on the curriculum standard.The second chapter combs the continuation and expansion of family music education and social music education in the field of music education.The attitudes and concepts of family music education give both spiritual and material support to individuals to enhance their musical literacy, and social music education, with its flexible and varied forms and approaches, plays a very unique role in the field of general music education.A supportive role.In addition, lifelong music education can provide a long-term and effective follow-up to school, family and social music education.The third chapter analyzes the role and position of the general music education in the education department of the framework process from the angle of political foundation.This paper discusses the effect and influence of all kinds of relevant policies issued by our country on music education in schools and society, as well as the performance of government functions at all levels in the field of general music education in the course of falling to the ground.As a case study, this paper analyzes the role and influence of the National Association of Music Education (NMEA) on the formulation of national laws and educational policies in the process of promoting the development of music disciplines in the United States.At the end of this chapter, the author analyzes the current situation of music education evaluation in China, and analyzes the significance of constructing music education evaluation system in China.The fourth chapter analyzes the current situation, the existing problems and the demand of the music teachers in our country.Based on the source of teachers in the field of social music education, this paper makes a feasibility analysis on the setting of the training goal of higher professional music education in the process of personnel training.The last section of this chapter looks forward to the profound influence and close combination of the rapid development of Internet science and technology and economy on the general music education in China. The last part of this paper is based on the above four chapters.Furthermore, the author puts forward five points about constructing the framework of our country's general music education, which can provide reference for the overall development of our country's music education.
【學(xué)位授予單位】：上海音樂(lè)學(xué)院
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：J60-4
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本文編號(hào)：1768123