“高师”声乐教师业务素质刍论
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摘要
教师素质与教育一样,一直以来就是一个古老而又常唤起人们重新思考的话题。只要时代处在深刻变化的转折关头,人们在重新审视现有教育,找出它的问题,希望改变它的现状并赋予它新的使命的同时,总会提出教师的素质问题,为教师的素质重新定位。
当前,我国基础教育新课程改革正在轰轰烈烈地进行。2001年中国教育部制定的《全日制义务教育音乐课程标准》(以下简称《标准》)正式出台,《标准》强调以音乐审美体验为核心,使学习内容生动有趣、丰富多彩,有鲜明的时代感和民族性,重视音乐实践,提倡学科综合,鼓励音乐创造……。《标准》的提出不仅对于我国中小学音乐教育具有划时代的重要意义,而且对从事高师音乐教育的广大教师提出了更高的要求。高师声乐教学担负着培养中小学音乐师资的重要使命,这就要求高师声乐教师断地审视自己原有的知识结构和能力结构,并且要有针对性地弥补和完善自己的素质结构。
本文的主要内容分为以下几个部分:第一部分是绪论。本部分是对为何要提出“高师声乐教师业务素质”探讨的一个综述:主要通过“研究背景”、“我国声乐教师素质研究现状”、“研究意义”和“研究方法”四个方面阐述。第二部分是关键词语的释义。是对本论文所涉及到的专业概念进行归纳阐释,为第三章提供理论基础。第三部分是高师声乐教师应具备的业务素质。本章是论文的中心,从高师声乐教师应具备的业务知识和业务能力两方面来阐述。笔者认为,高师声乐教师业务素质的各个构成因素之间相互依存,相互渗透,相互促进,是一个水乳交融的有机整体。第四部分是高师声乐教师业务素质提高的对策。作为整个论文的延伸,本章从外部动力和内部驱力两方面对高师声乐教师学习和再提高提出自己的设想,并进一步强调了高师声乐教师的自我发展能力。
本文力图系统地刻画一个具有近乎完美的业务素质的高师声乐教师形象,阐明高师声乐教师“应该具备哪些业务素质?”、“为什么必须具备这些素质?”、“怎样才能具备这些素质?”等等问题。重点应该弄清楚高师声乐教师应该具备哪些业务素质。
Teacher's quality, just like education itself, is still an old and new topic that arouses people's reconsideration. At the turning of a new century, when everything is changing rapidly, people usually give a re-examination to the existing education and try to find out as many faults as possible with the hope of bettering its statement and therefore endow it with new destiny ending in pointing out the problem of teachers' qualities and resetting their social places.
In current China, the new curriculum reform of elementary education is carrying on imposingly. In2001, the Chinese Ministry of Education formulated "Full-time Compulsory education Music Curriculum Standard", which manifested musical esthetic experience as a core. It also causes the study content vividly interesting, and takes the musical creation and so on. The Standard not only has the epoch-making vital significance regarding our elementary and middles schools musical education, but also set a higher request on teachers who are engaged in the high vocal music education. The high vocal music teaching shoulders the important mission of training elementary and middle schools music teachers, it demands the vocal music teachers of higher normal university survey their present knowledge to remedy and perfect it pertinently.
This article comprises four sections. Section 1-the preface for the discussion: this section states generally the reasons why the issue "The professional quality of higher normal universities teachers" is put forward; discuss mainly from the theoretical background, home research, aim and methods of the research. Section 2 limits the crucial words and provides the theory foundation for the Section 3. Section 3-the professional qualities of higher vocal music teachers. It states the quality structure from two aspects of professional knowledge and professional ability. This chapter is the paper's center. The author thinks that the whole elements are interdependent, interwoven, and inter-promote, thus a harmonious unit. Section 4-the realistic method of upgrading the quality of higher vocal music teachers: as the extension of the whole paper, it gives the plan for the upgrading of vocal music teachers from exterior and internal power. Furthermore, it emphasizes the teachers' self-development capabilities.
This paper tends to portray a perfect image of a higher vocal music teacher. It also illustrates "What qualities the vocal music teachers should have, why and how they should acquire the qualities." The focus is on "What qualities the vocal music teachers should have."
当前,我国基础教育新课程改革正在轰轰烈烈地进行。2001年中国教育部制定的《全日制义务教育音乐课程标准》(以下简称《标准》)正式出台,《标准》强调以音乐审美体验为核心,使学习内容生动有趣、丰富多彩,有鲜明的时代感和民族性,重视音乐实践,提倡学科综合,鼓励音乐创造……。《标准》的提出不仅对于我国中小学音乐教育具有划时代的重要意义,而且对从事高师音乐教育的广大教师提出了更高的要求。高师声乐教学担负着培养中小学音乐师资的重要使命,这就要求高师声乐教师断地审视自己原有的知识结构和能力结构,并且要有针对性地弥补和完善自己的素质结构。
本文的主要内容分为以下几个部分:第一部分是绪论。本部分是对为何要提出“高师声乐教师业务素质”探讨的一个综述:主要通过“研究背景”、“我国声乐教师素质研究现状”、“研究意义”和“研究方法”四个方面阐述。第二部分是关键词语的释义。是对本论文所涉及到的专业概念进行归纳阐释,为第三章提供理论基础。第三部分是高师声乐教师应具备的业务素质。本章是论文的中心,从高师声乐教师应具备的业务知识和业务能力两方面来阐述。笔者认为,高师声乐教师业务素质的各个构成因素之间相互依存,相互渗透,相互促进,是一个水乳交融的有机整体。第四部分是高师声乐教师业务素质提高的对策。作为整个论文的延伸,本章从外部动力和内部驱力两方面对高师声乐教师学习和再提高提出自己的设想,并进一步强调了高师声乐教师的自我发展能力。
本文力图系统地刻画一个具有近乎完美的业务素质的高师声乐教师形象,阐明高师声乐教师“应该具备哪些业务素质?”、“为什么必须具备这些素质?”、“怎样才能具备这些素质?”等等问题。重点应该弄清楚高师声乐教师应该具备哪些业务素质。
Teacher's quality, just like education itself, is still an old and new topic that arouses people's reconsideration. At the turning of a new century, when everything is changing rapidly, people usually give a re-examination to the existing education and try to find out as many faults as possible with the hope of bettering its statement and therefore endow it with new destiny ending in pointing out the problem of teachers' qualities and resetting their social places.
In current China, the new curriculum reform of elementary education is carrying on imposingly. In2001, the Chinese Ministry of Education formulated "Full-time Compulsory education Music Curriculum Standard", which manifested musical esthetic experience as a core. It also causes the study content vividly interesting, and takes the musical creation and so on. The Standard not only has the epoch-making vital significance regarding our elementary and middles schools musical education, but also set a higher request on teachers who are engaged in the high vocal music education. The high vocal music teaching shoulders the important mission of training elementary and middle schools music teachers, it demands the vocal music teachers of higher normal university survey their present knowledge to remedy and perfect it pertinently.
This article comprises four sections. Section 1-the preface for the discussion: this section states generally the reasons why the issue "The professional quality of higher normal universities teachers" is put forward; discuss mainly from the theoretical background, home research, aim and methods of the research. Section 2 limits the crucial words and provides the theory foundation for the Section 3. Section 3-the professional qualities of higher vocal music teachers. It states the quality structure from two aspects of professional knowledge and professional ability. This chapter is the paper's center. The author thinks that the whole elements are interdependent, interwoven, and inter-promote, thus a harmonious unit. Section 4-the realistic method of upgrading the quality of higher vocal music teachers: as the extension of the whole paper, it gives the plan for the upgrading of vocal music teachers from exterior and internal power. Furthermore, it emphasizes the teachers' self-development capabilities.
This paper tends to portray a perfect image of a higher vocal music teacher. It also illustrates "What qualities the vocal music teachers should have, why and how they should acquire the qualities." The focus is on "What qualities the vocal music teachers should have."
引文
1 李青.对基础教育发展与改革的思考.教育前沿,2003,5:12-14.
2 阮仁文.新课改中教师应该思考的几个问题.教育艺术,2005,6:51.
3 王起明.高校教师素质浅议.教育研究,2005,8:39-41.
4 付学文.现代汉语辞海.北京:光明日报出版社,2003:1256.
5 余笃刚.声乐语言艺术.长沙:湖南文艺出版社,2000:1.
6 薛良.歌唱的艺术.北京:中国文联出版公司出版社,1997:84.
7 杨铮.怎样提高青年教师“教”的水平.教育研究,2004:3:11-12.
8 姚红艳.声乐教师应具备的素质.民族音乐研究,2007,11:27.
9 沈湘.沈湘声乐教学艺术.上海:上海音乐出版社,1998:183.
10 白萌萌.浅谈如何做一名合格的声乐教师.北方音乐,2001,11:23-24.
11 刘宁希.浅议歌唱演员与声乐教员的角色转换.音乐周报,1999,2,12:第二版.
12 雷蕾.浅论教师的语言艺术.高教探索,1999,9:32-34.
[1]杨千朴.职业素养基础.北京:中国时代经济出版社,2007.2.
[2]莲蓉.教师专业发展.北京:高等教育出版社,2007.4.
[3]唐荣德.教师素质-自在的教师.桂林:广西师范大学出版社,2007.10.
[4]贺祖斌.教师教育-从自为走向自觉.桂林:广西师范大学出版社,2007.10.
[5]朱仁宝.现代教师素质.浙江大学出版社,2004.12.
[6]赵炳辉.教师学.中国科学技术出版社,2007.8.
[7]朱小蔓.新世纪教师教育的专业化走向.南京师范大学出版社,2003.6.
[8]教育部师范教育司.教师专业化的理论与实践.人民教育出版社,2003.6.
[9]王洁、顾泠沅.行动教育-教师在职学习的范式革新.华东师范大学出版社.2007.3.
[10]潘懋元.新编高等教育学.北京:北京师范大学出版社,2002,3.
[11]钟启泉、崔允槨.新课程的理念与创新-师范生读本.北京:高等教育出版社,2008.9.
[12]林多贤、邱小云.高师院校改革与基础教育课程改革研究.北京:科学出版社,2007,9.
[13]蔡少芬.歌唱艺术概论.郑州:河南大学出版社,2007,9.
[14]王颖、张杰.声乐艺术简论.哈尔滨:哈尔滨地图出版社,2007,9.
[15]范晓峰.声乐美学导论.上海:上海音乐出版社,2004,3.
[16]徐行效.声乐心理学.北京:科学出版社,2003,6.
[17]张重辉、郭义江、黄琦.声乐基础通用教程.杭州:浙江大学出版社,2003,6.
[18]余笃刚.声乐艺术美学.北京:人民音乐出版社,2005,10.
[19]郭俪雅、李峰.声乐艺术泛论.北京:解放军出版社,2005,9.
[20]杨立岗.声乐教学法.上海:上海音乐出版社,2007,8.
[21]鞠献利.教师素质论.济南:山东教育出版社,1999,4.
[1]吴坚、钟玉洲.论高等师范院校教师素质.湖南经济管理干部学院学报,2005,3:96--98.
[2]肖静芬.现代教育对高等师范院校教师素质的要求.高等教育研究学报,2004,4:55-57.
[3]思培峰.21世纪高等师范院校教师素质浅议.理论导刊,2001,12:56-57.
[4]张兰萍.做好声乐教师应具备的素质.美与时代,2002,8:61-62.
[5]祝巍.谈声乐教师应具备的素质和能力.齐齐哈尔师范高等专科学校学报,2006,3:156-157.
[6]张洪波.声乐教师应具备的艺术素养.天津市教科院学报,2004,6:86-87.
[7]周国玉.高师声乐教师的职业特性及职业素养.内蒙古师大学报,1999,4:131-133.
[8]徐行效.当代声乐艺术科学体系论.中央音乐学院学报.1998,4:57-61.
[9]廖家骅.声乐艺术的审美内涵.中国音乐,2008,2:59-61,92.
[10]刘金柱.试论高师声乐教师应具备的专业能力.青岛职业学院学报,2003,2:61-63.
[11]韩锋.论提高高校教师素质的有效途径.中国高校师资研究,2004,2:18-22.
[12]柳海民、李伟言.析知识、能力、素质.中国教育报:2002,3.
[13]张宏玉.论我国高校教师的专业发展及其途径.黑龙江高教研究,2008,6:77-79.
[14]谢安邦.未来教师的素质与师范教育的改革.外国教育资料,1996,6:38-40.
[15]郑清元.浅析高校声乐教师应具备的素质.教育与职业,2008,18:133-135.
[16]顾万超.刍议声乐教师的思想素质与最佳能力结构.佳木斯大学社会科学学报,2002,3:116-117.
[17]汤娟.对新世纪声乐教师素养问题的再认识.西昌师范高等专科学校学报,2004,3:100-105.
[18]李健.构筑声乐教师素质教育底蕴初探.枣庄师专学报,2001,1:102-103.
[19]刘元平.关于声乐教师能力结构的思考.黄钟(武汉音乐学院学报),2003,2:97-102.
[20]田军.加强高师音乐教师科研能力的培养.中国音乐教育,2001,11:32-33.
[21]孙丽珠、赵建平.简论声乐教师的教学能力.中国成人教育,2005,11:109-110.
[22]李海鸥.开启声乐教师最佳素质结构的新思路.艺术教育,2006,2:52-53.
[23]张美林.声乐教学中的“点、线、面”一声乐教师素质刍议.云南艺术学院学报,2004,3:87-89.
2 阮仁文.新课改中教师应该思考的几个问题.教育艺术,2005,6:51.
3 王起明.高校教师素质浅议.教育研究,2005,8:39-41.
4 付学文.现代汉语辞海.北京:光明日报出版社,2003:1256.
5 余笃刚.声乐语言艺术.长沙:湖南文艺出版社,2000:1.
6 薛良.歌唱的艺术.北京:中国文联出版公司出版社,1997:84.
7 杨铮.怎样提高青年教师“教”的水平.教育研究,2004:3:11-12.
8 姚红艳.声乐教师应具备的素质.民族音乐研究,2007,11:27.
9 沈湘.沈湘声乐教学艺术.上海:上海音乐出版社,1998:183.
10 白萌萌.浅谈如何做一名合格的声乐教师.北方音乐,2001,11:23-24.
11 刘宁希.浅议歌唱演员与声乐教员的角色转换.音乐周报,1999,2,12:第二版.
12 雷蕾.浅论教师的语言艺术.高教探索,1999,9:32-34.
[1]杨千朴.职业素养基础.北京:中国时代经济出版社,2007.2.
[2]莲蓉.教师专业发展.北京:高等教育出版社,2007.4.
[3]唐荣德.教师素质-自在的教师.桂林:广西师范大学出版社,2007.10.
[4]贺祖斌.教师教育-从自为走向自觉.桂林:广西师范大学出版社,2007.10.
[5]朱仁宝.现代教师素质.浙江大学出版社,2004.12.
[6]赵炳辉.教师学.中国科学技术出版社,2007.8.
[7]朱小蔓.新世纪教师教育的专业化走向.南京师范大学出版社,2003.6.
[8]教育部师范教育司.教师专业化的理论与实践.人民教育出版社,2003.6.
[9]王洁、顾泠沅.行动教育-教师在职学习的范式革新.华东师范大学出版社.2007.3.
[10]潘懋元.新编高等教育学.北京:北京师范大学出版社,2002,3.
[11]钟启泉、崔允槨.新课程的理念与创新-师范生读本.北京:高等教育出版社,2008.9.
[12]林多贤、邱小云.高师院校改革与基础教育课程改革研究.北京:科学出版社,2007,9.
[13]蔡少芬.歌唱艺术概论.郑州:河南大学出版社,2007,9.
[14]王颖、张杰.声乐艺术简论.哈尔滨:哈尔滨地图出版社,2007,9.
[15]范晓峰.声乐美学导论.上海:上海音乐出版社,2004,3.
[16]徐行效.声乐心理学.北京:科学出版社,2003,6.
[17]张重辉、郭义江、黄琦.声乐基础通用教程.杭州:浙江大学出版社,2003,6.
[18]余笃刚.声乐艺术美学.北京:人民音乐出版社,2005,10.
[19]郭俪雅、李峰.声乐艺术泛论.北京:解放军出版社,2005,9.
[20]杨立岗.声乐教学法.上海:上海音乐出版社,2007,8.
[21]鞠献利.教师素质论.济南:山东教育出版社,1999,4.
[1]吴坚、钟玉洲.论高等师范院校教师素质.湖南经济管理干部学院学报,2005,3:96--98.
[2]肖静芬.现代教育对高等师范院校教师素质的要求.高等教育研究学报,2004,4:55-57.
[3]思培峰.21世纪高等师范院校教师素质浅议.理论导刊,2001,12:56-57.
[4]张兰萍.做好声乐教师应具备的素质.美与时代,2002,8:61-62.
[5]祝巍.谈声乐教师应具备的素质和能力.齐齐哈尔师范高等专科学校学报,2006,3:156-157.
[6]张洪波.声乐教师应具备的艺术素养.天津市教科院学报,2004,6:86-87.
[7]周国玉.高师声乐教师的职业特性及职业素养.内蒙古师大学报,1999,4:131-133.
[8]徐行效.当代声乐艺术科学体系论.中央音乐学院学报.1998,4:57-61.
[9]廖家骅.声乐艺术的审美内涵.中国音乐,2008,2:59-61,92.
[10]刘金柱.试论高师声乐教师应具备的专业能力.青岛职业学院学报,2003,2:61-63.
[11]韩锋.论提高高校教师素质的有效途径.中国高校师资研究,2004,2:18-22.
[12]柳海民、李伟言.析知识、能力、素质.中国教育报:2002,3.
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