摘要
"双重乐感"培养在学校音乐教育中的实施,必须以教育者对学校音乐教育的本质的正确认识为首要前提条件。中国音乐教育中"双重乐感"教学,在内容方面应主要侧重于对中国各民族传统音乐文化资源(包括其中极其多元的"乐感")的重新获取,其次是对欧洲和北美以外的"非欧音乐"资源的获取。在方法论方面应主要侧重于课程设置和教材建设的本土化与特色化,对文化(音乐)人类学的"田野工作"(Field Work)方法的采纳,和大力加强学习者的多元音乐行为实践。
The cultivation of ＂bi-musicality＂ to be implemented in school musical education needs to be based on the rational idea of educators about the essence of the musical educators as a premise. ＂Bi-musicality＂ teaching in China＇s musical education needs to be focused on the recapture of traditional music cultural resource for ethnic groups in China （including multiple ＂musicality＂, followed by the capture of ＂non-Europe music＂ beyond Europe and north America in content. The focus should be set in methodology on teaching curriculum design and localized textbook construction with characteristics, field work for cultural （musical）anthropology and learners＇multiple musical practice.
出处
《新疆师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2012年第1期106-112,共7页
Journal of Xinjiang Normal University(Philosophy and Social Sciences)
基金
国家哲社"十一五"规划项目"双重乐感的理论与实践"(07ED77)的阶段性成果
关键词
双重乐感
音乐教育本质
文化了解本质论
审美教育本质论
Bi-musicality
Essence of Musical Education
Essence of Cultural Cognition
Essence of Aesthetic Education
