集宁区中小学音乐教育现状调查对策研究
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摘要
自改革开放以来,特别是20世纪90年代以来,我国中小学音乐教育发展很快,学校音乐教育出现了繁荣的局面,主要表现在以下几方面:
各级教育行政部门初步建立起了中小学音乐教育的管理、咨询、教研机构,改变了过去一直无专门机构和无专人管理音乐教育的状态;制定了一系列指导中小学音乐教育教学工作的法规和文件,改变了音乐教育无法可依的涣散局面;中小学音乐课程开课率稳步上升,改变了音乐教育长期存在着大面积空白的状况;引进学习了多种国外著名音乐教学法,教学水平有了明显提高;开展了一系列丰富多彩的课外校外音乐活动,有效地推动了整个学校音乐教育事业的发展。此外,音乐教材建设、教学器材配备以及音乐教育科研等方面也取得了许多成果。但是,在我国基础教育课程体系中还面临着许多自身体系不适应时代发展的一些问题,尤其是音乐课程是整个基础教育中的薄弱环节没有得到根本性的改变,离素质教育的要求还有一定的距离。根据国家新一轮课程改革的基本精神和要求,加强对义务教育阶段中小学音乐教育现状的调查与研究成为一项十分紧迫的任务。特别是在乌兰察布集宁地区,教育的投入、办学条件、师资水平等方面都存在着各种各样问题的情况下,寻找其中的差距和问题产生的原因,是尽快采取措施、解决问题的前提。
鉴于此,笔者采用了四种方法,即无记名调查问卷、实地考察调研、和学校领导座谈、交流听课等对乌兰察布市集宁地区的11所中小学的音乐教育状况,进行了实地调查和研究。通过分析和比较,针对调查中存在的问题,比如音乐教育的投入明显不足;音乐教师对新方法、新知识的学习和运用不理想,中小学音乐教育在许多方面无法适应当前素质教育的要求;音乐教师的基本技能和知识结构水平偏低,师资队伍良莠不齐;音乐课的开设情况及教学效果不尽如人意,初三年级和普通高中音乐课开课率偏低等现象,做了分析和建设性的构想。并把音乐教师素质偏低这一现象同高师的培养方法、目标结合起来,对音乐教师的教育如何走出面临的困境,做了有益的思考。
本文通过对乌兰察布市集宁区中小学音乐教育现状的调查思考,旨在为促进和发展乌兰察布市集宁区以及周边地区,甚至辐射面更宽的一些地区的中小学音乐教育,做一些积极而有益的工作。
Since the reform and open policy, specially after the 1990s, music education of elementary and middle schools has developed very quickly in China and has the prosperous aspect, which is mainly displayed in the following aspects:
The management, consultation and research agencies of music education of elementary and middle schools have been established by all levels of education administrative department, which has changed the past condition of non-specialized agencies and non-specialist management of music education; has made a series of regulations and documents to instruct music education of elementary and middle schools, which has changed the lax aspect that there is no regulations to depend on in music education; the rate of music-teaching course has been rising with steady steps in elementary and middle schools, which has changed the condition of no music education for a long time; has introduced and studied many kinds of overseas famous music teaching methods, which has improved the teaching level- distinctly; has carried out a series of colorful extracurricular music activities, which has promoted the development of music education effectively. In addition, we have also made many progresses in construction of music teaching materials, the teaching equipments and music education research. But, there are some problems in elementary education curriculum system in China, which can not adapt to time development, especially that music curriculum is weak link in the entire elementary education has not changed completely and met the request of quality education. According to national new curriculum reform's basic spirit and request, it is a very urgent task to strengthen the investigation and study into present music education of elementary and middle schools. Specially in Wulanchabu Jining area, there are various problems in education investments, school conditions and teachers' level so on, so it is first to find out the reason and take measures to solve the problems as soon as possible.
In view of this, the author has used four methods--the questionnaires, on-the-spot investigation and study, discussion with school leaders and exchanging lectures, to carry in-the-spot investigation and studies on music education conditions of 11 elementary and middle schools in Jining District of Wulanchabu City. Through analysis and comparison, the author found out some problems, for instance, insufficient investment in music education; music teachers are not good at studying and using the new method and new knowledge; music education of the elementary and middle schools is unable to adapt to all-around development request in many aspects; teachers' basic skill and the knowledge structure level are somewhat low; The music lessons and the teaching effects are not entirely as desire. He has made an analysis and constructive conception on these problems and connected this phenomenon of low quality of music teachers with methods and goals for training college teachers, and has made the beneficial ponder on how to go out the difficult position of singing master's education .
By the investigation on present music education of elementary and middle schools in Jining District, this article is mainly to promote and develop music education elementary and middle schools in Jining and other areas of Wulanchabu and does some positive and beneficial work.
各级教育行政部门初步建立起了中小学音乐教育的管理、咨询、教研机构,改变了过去一直无专门机构和无专人管理音乐教育的状态;制定了一系列指导中小学音乐教育教学工作的法规和文件,改变了音乐教育无法可依的涣散局面;中小学音乐课程开课率稳步上升,改变了音乐教育长期存在着大面积空白的状况;引进学习了多种国外著名音乐教学法,教学水平有了明显提高;开展了一系列丰富多彩的课外校外音乐活动,有效地推动了整个学校音乐教育事业的发展。此外,音乐教材建设、教学器材配备以及音乐教育科研等方面也取得了许多成果。但是,在我国基础教育课程体系中还面临着许多自身体系不适应时代发展的一些问题,尤其是音乐课程是整个基础教育中的薄弱环节没有得到根本性的改变,离素质教育的要求还有一定的距离。根据国家新一轮课程改革的基本精神和要求,加强对义务教育阶段中小学音乐教育现状的调查与研究成为一项十分紧迫的任务。特别是在乌兰察布集宁地区,教育的投入、办学条件、师资水平等方面都存在着各种各样问题的情况下,寻找其中的差距和问题产生的原因,是尽快采取措施、解决问题的前提。
鉴于此,笔者采用了四种方法,即无记名调查问卷、实地考察调研、和学校领导座谈、交流听课等对乌兰察布市集宁地区的11所中小学的音乐教育状况,进行了实地调查和研究。通过分析和比较,针对调查中存在的问题,比如音乐教育的投入明显不足;音乐教师对新方法、新知识的学习和运用不理想,中小学音乐教育在许多方面无法适应当前素质教育的要求;音乐教师的基本技能和知识结构水平偏低,师资队伍良莠不齐;音乐课的开设情况及教学效果不尽如人意,初三年级和普通高中音乐课开课率偏低等现象,做了分析和建设性的构想。并把音乐教师素质偏低这一现象同高师的培养方法、目标结合起来,对音乐教师的教育如何走出面临的困境,做了有益的思考。
本文通过对乌兰察布市集宁区中小学音乐教育现状的调查思考,旨在为促进和发展乌兰察布市集宁区以及周边地区,甚至辐射面更宽的一些地区的中小学音乐教育,做一些积极而有益的工作。
Since the reform and open policy, specially after the 1990s, music education of elementary and middle schools has developed very quickly in China and has the prosperous aspect, which is mainly displayed in the following aspects:
The management, consultation and research agencies of music education of elementary and middle schools have been established by all levels of education administrative department, which has changed the past condition of non-specialized agencies and non-specialist management of music education; has made a series of regulations and documents to instruct music education of elementary and middle schools, which has changed the lax aspect that there is no regulations to depend on in music education; the rate of music-teaching course has been rising with steady steps in elementary and middle schools, which has changed the condition of no music education for a long time; has introduced and studied many kinds of overseas famous music teaching methods, which has improved the teaching level- distinctly; has carried out a series of colorful extracurricular music activities, which has promoted the development of music education effectively. In addition, we have also made many progresses in construction of music teaching materials, the teaching equipments and music education research. But, there are some problems in elementary education curriculum system in China, which can not adapt to time development, especially that music curriculum is weak link in the entire elementary education has not changed completely and met the request of quality education. According to national new curriculum reform's basic spirit and request, it is a very urgent task to strengthen the investigation and study into present music education of elementary and middle schools. Specially in Wulanchabu Jining area, there are various problems in education investments, school conditions and teachers' level so on, so it is first to find out the reason and take measures to solve the problems as soon as possible.
In view of this, the author has used four methods--the questionnaires, on-the-spot investigation and study, discussion with school leaders and exchanging lectures, to carry in-the-spot investigation and studies on music education conditions of 11 elementary and middle schools in Jining District of Wulanchabu City. Through analysis and comparison, the author found out some problems, for instance, insufficient investment in music education; music teachers are not good at studying and using the new method and new knowledge; music education of the elementary and middle schools is unable to adapt to all-around development request in many aspects; teachers' basic skill and the knowledge structure level are somewhat low; The music lessons and the teaching effects are not entirely as desire. He has made an analysis and constructive conception on these problems and connected this phenomenon of low quality of music teachers with methods and goals for training college teachers, and has made the beneficial ponder on how to go out the difficult position of singing master's education .
By the investigation on present music education of elementary and middle schools in Jining District, this article is mainly to promote and develop music education elementary and middle schools in Jining and other areas of Wulanchabu and does some positive and beneficial work.
引文
[1]引自《全日制义务教育音乐课程标准》,《中国音乐教育》200年12期;
[2][3]引自《全日制义务教育音乐课程标准》;
[4][8]引自《全国学校艺术教育发展规划(2001-2010年)》;
[5]引自《音乐教育的哲学》第11页,[美国]Bennett Reimer贝内特·雷默著,人民音乐出版社;
[6]引自《中国音乐简史》第4页,夏野编著,高等教育出版社;
[7]引自《音乐教育的哲学》第159页,[美国]Bennett Reimer贝内特·雷默著,人民音乐出版社;
[9]引自《学校音乐教育工作规程》;
1.[美国]Bennett Reimer贝内特·雷默著,《音乐教育的哲学》[M],人民音乐出版社;
2.夏野编著,《中国音乐简史》[M],高等教育出版社;
3.[美国]珍妮·沃斯、[新西兰]戈登·德莱顿著,《学习的革命》[M],上海三联书店;
4.李燕,《高师音乐教育培养什么人?》[N],《音乐周报》2001.5.25;
5.郭声健,《艺术教育论》[M],上海教育出版社,1999;
6.郭声健,《音乐教育论》[M],湖南文艺出版社,2004.12:
7.曹理、何工著,《音乐学习与教学理论》[M],上海音乐出版社,2001.5;
8.全国学校艺术教育发展规划(2001-2010年);
9.《全日制义务教育音乐课程标准》;
10.《学校音乐教育工作规程》;
11.《基础教育课程改革纲要》;
12.《中国音乐教育》[J]2002年,1-12期;2003年1-12期;
13.朱慕菊,《走进新课程与课程实施者对话》[M],北京师范大学出版社,2003.5:
14.王宏甲,《中国新教育风暴》[M],北京出版社,2004.8:
15.邹爱民,《音乐教育学》[M],人民音乐出版社,2004.1;
16.齐易、张文川,《音乐艺术教育》[M],人民出版社,2004.1:
17.《学校艺术教育工作规程》,2002年7月25日,中华人民共和国教育部第13号令颁发;
18.《偏远落后地区中小学音乐教育现状的调查》[R],集宁师专音乐系课题组;
1.李燕,《高师音乐教育培养什么人?》[N],《音乐周报》2001.5.25,;
2.全国学校艺术教育发展规划(2001-2010年);
3.《艺术教育与艺术课程的前景展望》[EB],中国教师教育教学论文;
4.《农村中小学音乐教育亟待加强》[EB],毕业论文网;
5.杨启婧,《新课程标准下,让学生真正动起来》[EB],青海省湟中县;
6.近五十年来首都师范大学音乐系毕业生离岗情况的调查报告》[J],李郁兰,中国音乐教育,1997.3;
7.《我国中小学音乐教育现状及改革思路》[J],《音乐探索》1999年2期;
8.赵春森,《新大纲需要怎样的音乐教师》[EB],广东;
9.翟军华,《“快乐教学”的实践与思考》[EB],姜堰市实验小学;
10.张礼富,《湘西自治州农村中小学音乐教育现状》[EB],江西科技师范学院音乐学院04届2班;
11.《对通化市铁路实验小学音乐教育现状的调查实习报告》[EB],天文乐谱论坛;
12.《改进音乐课堂教学问题与对策》[EB],dashi2006,开心音乐园;
13.黄小虹,《全新的理念,全新的教育》[J],中国音乐教育,2002.1:
14.张海彬、史春梅,《新疆伊犁地区中小学音乐教育现状与对策》[J],中国音乐教育,2005.9;
15.毕武胜,《新课程标准下的音乐教师专业素质构建》[J],中国音乐教育,2005.1;
16.罗可曼,《音乐课程标准与基础音乐教育的改革》[J],星海音乐学院学报,2003.2。
1.王汉君,《谈音乐艺术教育》,内蒙古,《内蒙古艺术》[J],第37页,2005.1;
2.王汉君,《创造型音乐教师的培养》,北京,开明出版社,《现代基础教育研究》[G],第420页,2005.6;
3.王汉君,《让语言插上音乐的翅膀》,北京,人民日报出版社,《中华颂歌获奖作品选》[G],第388页,2005.12;
4.王汉君,《音乐教师教育面临的困境与出路》,内蒙古,《内蒙古艺术》[J],第15页,2007.1;
5.王汉君,《音乐教师教育面临的困境与出路》,北京,第二届音乐教师教育论文评选活动获三等奖,2007.7.
[2][3]引自《全日制义务教育音乐课程标准》;
[4][8]引自《全国学校艺术教育发展规划(2001-2010年)》;
[5]引自《音乐教育的哲学》第11页,[美国]Bennett Reimer贝内特·雷默著,人民音乐出版社;
[6]引自《中国音乐简史》第4页,夏野编著,高等教育出版社;
[7]引自《音乐教育的哲学》第159页,[美国]Bennett Reimer贝内特·雷默著,人民音乐出版社;
[9]引自《学校音乐教育工作规程》;
1.[美国]Bennett Reimer贝内特·雷默著,《音乐教育的哲学》[M],人民音乐出版社;
2.夏野编著,《中国音乐简史》[M],高等教育出版社;
3.[美国]珍妮·沃斯、[新西兰]戈登·德莱顿著,《学习的革命》[M],上海三联书店;
4.李燕,《高师音乐教育培养什么人?》[N],《音乐周报》2001.5.25;
5.郭声健,《艺术教育论》[M],上海教育出版社,1999;
6.郭声健,《音乐教育论》[M],湖南文艺出版社,2004.12:
7.曹理、何工著,《音乐学习与教学理论》[M],上海音乐出版社,2001.5;
8.全国学校艺术教育发展规划(2001-2010年);
9.《全日制义务教育音乐课程标准》;
10.《学校音乐教育工作规程》;
11.《基础教育课程改革纲要》;
12.《中国音乐教育》[J]2002年,1-12期;2003年1-12期;
13.朱慕菊,《走进新课程与课程实施者对话》[M],北京师范大学出版社,2003.5:
14.王宏甲,《中国新教育风暴》[M],北京出版社,2004.8:
15.邹爱民,《音乐教育学》[M],人民音乐出版社,2004.1;
16.齐易、张文川,《音乐艺术教育》[M],人民出版社,2004.1:
17.《学校艺术教育工作规程》,2002年7月25日,中华人民共和国教育部第13号令颁发;
18.《偏远落后地区中小学音乐教育现状的调查》[R],集宁师专音乐系课题组;
1.李燕,《高师音乐教育培养什么人?》[N],《音乐周报》2001.5.25,;
2.全国学校艺术教育发展规划(2001-2010年);
3.《艺术教育与艺术课程的前景展望》[EB],中国教师教育教学论文;
4.《农村中小学音乐教育亟待加强》[EB],毕业论文网;
5.杨启婧,《新课程标准下,让学生真正动起来》[EB],青海省湟中县;
6.近五十年来首都师范大学音乐系毕业生离岗情况的调查报告》[J],李郁兰,中国音乐教育,1997.3;
7.《我国中小学音乐教育现状及改革思路》[J],《音乐探索》1999年2期;
8.赵春森,《新大纲需要怎样的音乐教师》[EB],广东;
9.翟军华,《“快乐教学”的实践与思考》[EB],姜堰市实验小学;
10.张礼富,《湘西自治州农村中小学音乐教育现状》[EB],江西科技师范学院音乐学院04届2班;
11.《对通化市铁路实验小学音乐教育现状的调查实习报告》[EB],天文乐谱论坛;
12.《改进音乐课堂教学问题与对策》[EB],dashi2006,开心音乐园;
13.黄小虹,《全新的理念,全新的教育》[J],中国音乐教育,2002.1:
14.张海彬、史春梅,《新疆伊犁地区中小学音乐教育现状与对策》[J],中国音乐教育,2005.9;
15.毕武胜,《新课程标准下的音乐教师专业素质构建》[J],中国音乐教育,2005.1;
16.罗可曼,《音乐课程标准与基础音乐教育的改革》[J],星海音乐学院学报,2003.2。
1.王汉君,《谈音乐艺术教育》,内蒙古,《内蒙古艺术》[J],第37页,2005.1;
2.王汉君,《创造型音乐教师的培养》,北京,开明出版社,《现代基础教育研究》[G],第420页,2005.6;
3.王汉君,《让语言插上音乐的翅膀》,北京,人民日报出版社,《中华颂歌获奖作品选》[G],第388页,2005.12;
4.王汉君,《音乐教师教育面临的困境与出路》,内蒙古,《内蒙古艺术》[J],第15页,2007.1;
5.王汉君,《音乐教师教育面临的困境与出路》,北京,第二届音乐教师教育论文评选活动获三等奖,2007.7.