感谢华东师大艺术系硕士研究生徐进提供并整理该文资料---洪啸音乐教育工作站

学位授予单位 湖南师范大学  

中文关键词 0-6岁儿童,家庭音乐教育,理论基础,实践模式  

导师 朱咏北  

论文级别 硕士  

学科专业名称 音乐学

中文摘要 学前儿童音乐教育是普通音乐教育体系中的基石，也是实施儿童素质教育的重要组成部分。但是，由于历史的原因和理论研究的滞后，我国学前儿童音乐教育可以说是不完整的音乐教育，集中表现在0—6岁儿童家庭音乐教育的“断层”(即0-3岁年龄段的音乐教育是一片空白)和0—6岁儿童家庭音乐教育的“盲点”(即家庭对儿童音乐没有给予重视)，并且这种不完整的音乐教育还受到普通音乐教育功利化和专业化的影响。本文从0—6岁儿童家庭音乐教育现状入手，试图破除存在于人们头脑中已不适应儿童音乐教育发展需要的旧观念和错误认识，详细论述0—6岁儿童家庭音乐教育的理论基础和实践模式。 全文包括绪言、正文和结束语三部分。绪言在提出问题的基础上，阐明了本课题的研究意义。正文分三个部分，第一部分详细剖析0—6岁儿童家庭音乐教育现状及成因。第二部分先就音乐教育价值观进行重新认识，再论述如何树立科学的家庭音乐教育观，这两个层面的问题组成0—6岁儿童家庭音乐教育的理论基础。第三部分从具体操作角度来论证0—6岁儿童家庭音乐教育的实践模式。我们认为：在正文的三个部分中，存在的现状是本课题研究的出发点，理论基础是构建实践模式的依据，实践模式是改变现状的策略和方法。它们在0—6岁儿童家庭音乐教育中是密切相联，互助互援的。

英文摘要 Music education for preschool - children is the foundation of Universal music education and it plays an important part in children's EQO edulation. But duelo some historic reasons and the detain in theory research, such education in our country can only be said to be incomplete, which shows clear in the "fault"of family music education for 0-6 years old children (That's to say that the music education for 0-3 years old children is a blank space) and the "blindness" in the same area (That means the family pays no attention to the children). Besides, this incomplete music education has been affected by the functionalication and spe-cialication in this field. The thesis begins with the analysis of present conditions and tries to do away with some old notions as well as wrong knowledge which are no longer fit for the development of children's music education. Further more, it explains, in good detail, the theory basis and practical mode about the family music education for 0-6 years old children. The thesis contains three parts of the perface,the main text and the conclusion. The perface clarifies the significance of the question for study. The main text consists of three parts, too. The first one dissects the present conditions of the family music education of 0-6 years old children and the cause of formation. In the second part,after considering the value outlook on music education in a fresh way,the author explains further about how to establish the correct view on such education. These two questions are the theory basis of family music education. The last part illustrates the practical mode in the aspect of how to practice it. At last, we conclude that among the three parts, the present conditions are the motive to write, the theory hasis is the reason and the practical mode is the operation. Alxwe all, they three are complements one another and each improves hy association with another.  

DOI CNKI::CDMD:10542.2.2001.3374