小学多元文化音乐教育实施的现状、问题与对策研究

发布时间：2018-05-22 11:37

本文选题：多元文化音乐教学 + 小学　；参考：《河北师范大学》2016年硕士论文

【摘要】：二战后,随着后现代主义思潮的兴起,多元文化观念日渐深入人心,并渗透至社会生活的诸多领域,教育可谓受多元文化影响最深的领域之一。音乐作为一种世界语言,在音乐教育中汇入多元文化观念,会有助于某一文化群体内的人了解和接纳其他文化,从而促进多种文化的共同繁荣,甚至在一定程度上消解不同民族、不同文化间的相互矛盾。在我国,小学是进行音乐教育的基础阶段,也是启发学生音乐天赋,提高音乐审美能力的重要阶段。在小学阶段实施多元文化音乐教学已经成为时代发展的潮流和教育进步的必然趋势。然而,由于种种历史原因,多元文化音乐教学的观念在我国的提出虽然并不比西方为晚,但其真正进入教学实践领域却是从上世纪的最后十年才开始的,而且直至今日也未能真正在小学音乐教学中得到推广和普及。到目前为止,我国的多元文化音乐教学更多的表现为理论和观念上的某些进步,比如“音乐课程标准”中的提倡,音乐教材中对多元文化内容的体现等等,但教学实践则往往滞后很多。造成这一现状的原因的多方面的,教育体制之外,还包括教师对多元文化音乐教学认识不够深入,对其在教学实践中的运用不能熟练掌握等等,当然也有我国的教育传统,习惯性认识等方面的原因。由此可见,探索出一套具体可行的实施策略是在小学推广多元文化音乐教学所面临的亟待解决的问题,也是本研究所要回答的核心问题。本文共分四个部分：第一部分,多元文化音乐教育概述。因为“文化”概念的不确定性,使得多元文化音乐教育,也并未形式统一的放之四海而皆准的概念,而且有关多元文化音乐教学的的理论都处于尚在发展的状态之中。在这一部分,笔者首先总结了历史上曾经出现的关于多元文化音乐教育的较有代表性的理论观点,进行对比分析,取其可取之处,并对本文中使用的多元文化音乐教育的概念作出界定,继而概述了多元文化音乐教育在欧洲与我国的大致发展历程。第二部分,多元文化音乐教育的必然性和可行性分析。主要从教育发展的潮流和多元文化音乐教育比传统教育所具有的优势论述了小学阶段实施多元文化音乐教育的必然性。同时,通过分析我国现有条件和基础,论述了实施多元文化音乐教学的可行性。第三部分,多元文化音乐教学在小学中的实施现状分析。这是本文的重点,笔者通过问卷调查和访谈的方式,对三所小学中不同年级实施多元文化音乐教学的情况和效果进行了实际调查,并通过对调查结果的分析概括出多元文化音乐教学中普遍存在的问题,包括：未能完全摆脱传统教学观念的束缚；对多元文化音乐教学的相关理论尚未厘清；对民族音乐尤其是少数民族音乐推广乏力；教学内容主题不明,内容安排混乱；将内容多元与文化多元相混淆；授课形式单调,未能真正提高学生的文化素养和欣赏能力等。进而,笔者从教育体制、教师和学生三个方面分析了产生这些问题的原因,其中体制原因在于音乐的“副科”地位,致使音乐教学不受重视；此外教师的能力不足与学生理解力的差异也是造成多元文化音乐教学实施中出现诸多问题的原因。第四部分,多元文化音乐教育在小学教学实践中的实施策略。根据前文的调查结果和原因分析,探讨解决问题的方法,探讨适合于小学生的教学方式和实施策略,包括：转变已有的教学观念和授课方式；增加多元文化的课程内容；教学遵循多元文化音乐教学的基本范式等等。
[Abstract]:After the Second World War, with the rise of postmodernism, the concept of multiculturalism became more and more popular and permeated into many fields of social life. Education is one of the most deeply affected areas. As a world language, music into a multi cultural concept in music education will help people in a cultural group to understand. And the acceptance of other cultures, thus promoting the common prosperity of various cultures and even dispelling the contradictions among different nations and cultures to a certain extent. In our country, primary schools are the basic stage of music education. It is also an important stage to enlighten students' talent in music and improve the aesthetic energy of music. In primary school, multicultural music is implemented. Teaching has become the trend of the development of the times and the inevitable trend of education and progress. However, because of various historical reasons, the concept of multicultural music teaching is not later than the West in our country, but it really entered the field of teaching practice from the last ten years of the last century, and it has not really been in the present day. The teaching of music in primary schools has been popularized and popularized. Up to now, the teaching of multicultural music in our country is more manifested in some progress in theory and concept, such as the promotion of "the standard of music curriculum", the embodiment of the multicultural content in the music teaching materials and so on, but the teaching practice is often lagging behind. There are many reasons, besides the educational system, it also includes the teachers' lack of understanding of the teaching of multicultural music, the use of it in the teaching practice, and so on. Of course, there are some reasons for the educational tradition and customary understanding in our country. Thus, it can be seen that a set of practical implementation strategies is to be explored in primary schools. The urgent problems to be solved in the teaching of wide multicultural music are also the core questions to be answered by this study. This article is divided into four parts: the first part, the summary of the multicultural music education. The uncertainty of the concept of "culture" makes the multicultural music education not uniform and uniform. In this part, the author first summarizes the more representative theoretical views on multicultural music education, which has appeared in the history, and makes a comparative analysis, taking its merits, and the multicultural music teaching used in this article. The concept of education is defined, and then the general development process of multicultural music education in Europe and China is outlined. The second part, the necessity and feasibility analysis of multicultural music education, mainly from the trend of education development and the advantages of multicultural music education compared with traditional education. At the same time, through the analysis of the existing conditions and foundation of our country, the feasibility of implementing multicultural music teaching is discussed. In the third part, the present situation of the implementation of multicultural music teaching in primary school is analyzed. This is the focus of this article. Through the questionnaire survey and interview, the author implements the different grades in three primary schools. The situation and effect of multicultural music teaching are investigated, and the common problems in the teaching of multicultural music are summarized through the analysis of the results of the investigation, including the failure to get rid of the shackles of the traditional teaching concept, the theory of the teaching of multicultural music has not been clarified, and the ethnic music is especially the minority. The popularization of national music is weak; the content of the teaching content is unclear, the content arrangement is confused; the content is confused with the cultural diversity; the teaching form is monotonous, and the students' cultural accomplishment and appreciation ability can not be truly improved. Then, the author analyses the reasons for these problems from the three aspects of the educational system, teachers and students, in which the system has been analyzed. The reason is that the "minor" position of music causes music teaching to not be paid attention to. In addition, the lack of teachers' ability and the difference of students' understanding are also the reasons that cause many problems in the implementation of multicultural music teaching. The fourth part, the implementation strategy of multicultural music education in primary school teaching practice. The results and reasons are analyzed, and the methods for solving the problems are discussed, and the teaching methods and strategies suitable for primary school students are discussed, including changing the existing teaching ideas and teaching methods, increasing the content of multicultural curriculum, and teaching following the basic paradigm of multicultural music teaching and so on.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.71

【相似文献】