【摘要】：進(jìn)入21世紀(jì),隨著教育改革的不斷深入,素質(zhì)教育的理念更加深入人心。在此背景下,中小學(xué)音樂(lè)教育受到了前所未有的重視和矚目。為加強(qiáng)對(duì)中小學(xué)音樂(lè)課程的宏觀管理,充分發(fā)揮音樂(lè)教育在素質(zhì)教育中的作用,教育部曾先后頒布實(shí)施了三部有關(guān)中小學(xué)音樂(lè)教育的法規(guī)文件。亦即：2000版《九年義務(wù)教育全日制小學(xué)/初級(jí)中學(xué)音樂(lè)教學(xué)大綱(修訂稿)》、2001版《全日制義務(wù)教育音樂(lè)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》和2011版《義務(wù)教育音樂(lè)課程標(biāo)準(zhǔn)》。三部法規(guī)文件的出臺(tái),有效地促進(jìn)了本世紀(jì)以來(lái)中小學(xué)音樂(lè)教育的發(fā)展,進(jìn)一步推動(dòng)了國(guó)民基礎(chǔ)音樂(lè)教育的改革。特別是《音樂(lè)新課標(biāo)》的頒布實(shí)施,使傳統(tǒng)的音樂(lè)教育觀念得到了改變,以審美為核心的教育理念得到了進(jìn)一步加強(qiáng),中小學(xué)音樂(lè)教育體系也因此得以初步形成。但據(jù)調(diào)查了解,由于受傳統(tǒng)教育觀念的影響,人們對(duì)《音樂(lè)新課標(biāo)》實(shí)施的意義還缺乏足夠認(rèn)識(shí)�！兑魳�(lè)新課標(biāo)》雖然已頒布實(shí)施近五年,但是很多負(fù)有直接責(zé)任的教育主管部門(mén)、學(xué)校領(lǐng)導(dǎo)以及從事一線教學(xué)的教師,對(duì)其基本理念及內(nèi)涵并不十分清楚。《音樂(lè)新課標(biāo)》中所闡發(fā)的各種理念和目標(biāo)尚未得到全面的貫徹落實(shí),教育思想和教學(xué)方法仍然停留在《大綱修訂稿》或《標(biāo)準(zhǔn)實(shí)驗(yàn)稿》的層面,《音樂(lè)新課標(biāo)》的內(nèi)涵本質(zhì)及核心要素與《大綱修訂稿》和《標(biāo)準(zhǔn)實(shí)驗(yàn)稿》有何不同,課程性質(zhì)、課程目標(biāo)、評(píng)價(jià)標(biāo)準(zhǔn)等都發(fā)生了哪些變化,很多中小學(xué)音樂(lè)教育工作者對(duì)此并不完全熟悉和理解。鑒于此,對(duì)三部法規(guī)文件的解讀和比較分析顯得非常重要。本文從三個(gè)方面對(duì)《大綱修訂稿》、《標(biāo)準(zhǔn)實(shí)驗(yàn)稿》和《音樂(lè)新課標(biāo)》進(jìn)行了解讀和比較研究。首先,結(jié)合時(shí)間背景,對(duì)三部法規(guī)文件的實(shí)施情況進(jìn)行了分析,提出了各自的實(shí)施內(nèi)容,以及在實(shí)施過(guò)程中所出現(xiàn)的困難和問(wèn)題,簡(jiǎn)要地闡述、反思了導(dǎo)致困難與問(wèn)題產(chǎn)生和存在的主要原因。其二,對(duì)《大綱修訂稿》、《標(biāo)準(zhǔn)實(shí)驗(yàn)稿》和《音樂(lè)新課標(biāo)》中的核心內(nèi)容及要素進(jìn)行了比較分析。一是從形式的角度對(duì)三部法規(guī)文獻(xiàn)的異同和變化作了對(duì)比分析,內(nèi)容包括版本的變化、名稱(chēng)的變化、篇幅的變化等；二是從內(nèi)容的角度對(duì)三部法規(guī)文獻(xiàn)的異同和變化作了對(duì)比分析,內(nèi)容包括理念的變化、課程性質(zhì)的變化以及課程內(nèi)容的變化等。其三,提出了實(shí)施《音樂(lè)新課標(biāo)》的建議和措施,具體表現(xiàn)在：強(qiáng)調(diào)學(xué)科特點(diǎn)、彰顯人文精神；傳授基本技能、提高審美情趣；激發(fā)學(xué)習(xí)樂(lè)趣、創(chuàng)新音樂(lè)實(shí)踐；加強(qiáng)校本課程建設(shè)；創(chuàng)新教育思維、更新教學(xué)方法；等等。在此基礎(chǔ)上,對(duì)發(fā)展、完善義務(wù)教育階段音樂(lè)課程標(biāo)準(zhǔn)問(wèn)題提出了展望。指出,制定和完善與《音樂(lè)新課標(biāo)》相匹配的評(píng)價(jià)機(jī)制和操作方法,是確�！兑魳�(lè)新課標(biāo)》順利實(shí)施的重要保障。
[Abstract]:In the 21 st century, with the deepening of educational reform, the concept of quality education is more deeply rooted in the hearts of the people. In this context, music education in primary and secondary schools has received unprecedented attention and attention. In order to strengthen the macro management of music curriculum in primary and secondary schools and give full play to the role of music education in quality education, the Ministry of Education has promulgated and implemented three legal documents on music education in primary and secondary schools. That is, the 2000 edition of the whole-day compulsory education music syllabus (revised draft), the 2001 edition of the whole-day compulsory education music curriculum standard (experimental draft) and the 2011 edition of the compulsory education music curriculum standard. The introduction of three laws and regulations has effectively promoted the development of music education in primary and secondary schools since this century and further promoted the reform of national basic music education. In particular, with the promulgation and implementation of the New Music Curriculum Standard, the traditional concept of music education has been changed, the educational concept with aesthetics as the core has been further strengthened, and the music education system in primary and secondary schools has been initially formed. However, according to the investigation and understanding, due to the influence of traditional educational concepts, people still lack sufficient understanding of the significance of the implementation of the New Music Curriculum Standard. Although the New Music Curriculum Standard has been promulgated and implemented for nearly five years, But many of the education authorities with direct responsibility, school leaders and teachers engaged in front-line teaching, It is not very clear about its basic concept and connotation. The various ideas and objectives expounded in the New Music Curriculum Standard have not yet been fully implemented. The educational thought and teaching method are still at the level of "revised outline" or "Standard Experimental draft". How is the connotation, essence and core elements of the New Music Curriculum Standard different from the revised outline and the Standard Experimental draft, and the nature of the curriculum? Many primary and secondary school music educators are not fully familiar with and understand what changes have taken place in curriculum objectives and evaluation standards. In view of this, the interpretation and comparative analysis of the three regulatory documents is very important. This paper interprets and compares the revised outline, the Standard Experimental draft and the New Music Curriculum Standard from three aspects. First of all, combined with the time background, this paper analyzes the implementation of the three regulatory documents, puts forward their respective implementation contents, as well as the difficulties and problems in the implementation process, and briefly expounds, This paper reflects on the main reasons for the emergence and existence of difficulties and problems. Secondly, the core contents and elements of the revised outline, the Standard Experimental draft and the New Music Curriculum Standard are compared and analyzed. First, the similarities and differences and changes of the three legal documents are compared and analyzed from the point of view of form, including the change of version, the change of name, the change of space and so on. The second is to make a comparative analysis of the similarities and differences and changes of the three legal documents from the point of view of content, including the change of concept, the change of curriculum nature and the change of curriculum content. Thirdly, some suggestions and measures for the implementation of the New Music Curriculum Standard are put forward, which are as follows: emphasizing the characteristics of the subject, highlighting the humanistic spirit, imparting the basic skills, improving the aesthetic taste, arousing the fun of learning and innovating the music practice. Strengthen school-based curriculum construction, innovate educational thinking, update teaching methods, and so on. On this basis, this paper puts forward the prospect of developing and perfecting the music curriculum standard of compulsory education. It is pointed out that the formulation and improvement of the evaluation mechanism and operation method matching with the New Music Curriculum Standard is an important guarantee to ensure the smooth implementation of the New Music Curriculum Standard.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.951

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