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 音乐教育价值观;理想化;现实化;以人为本  
导师 吴跃跃  
论文级别 硕士  
学科专业名称 音乐学科教学论

  
中文摘要 音乐教育及其价值，是人类社会所特有的一种客观存在。 而所谓音乐教育的价值取向，反映的是在一定社会历史条件下人们对音乐教育价值的认识和看法，是人们根据自己的自身需要与利益关系，对音乐教育价值所做出的一种主观的判断、选择、情感体验和意志保证的综合。 本着“求大同、存小异”的原则，无论在何种社会历史条件下都会有一些占主导地位的音乐教育价值取向出现，这些占主导地位的音乐教育价值取向综合作用于人们的意识和思想，久而久之便形成了关于音乐教育价值取向的一种稳定的心理倾向或心理定势，这就是人们的音乐教育价值观。音乐教育价值观是对音乐教育价值的一种总体的认识与评判，作为人们世界观的一个组成部分，它不能脱离人类社会而孤立存在，而是属于一定社会时代的历史产物，受到时代和人类社会环境的制约与影响。 先秦时期，在我国的音乐教育价值观领域发生了一系列的演进与变化，从原始社会阶段“人之为人的确证”到夏、商、西周时期的“以乐教和”，再到春秋战国之际出现的“以娱乐和谋生”为主要目的的音乐教育价值观，对于此后中国传统音乐教育价值观领域“人”体系与“艺”体系二元对立结构的形成有着深远的影响与意义。而最终导致和推动这一系列演化的“幕后因素”与“原动力”乃是社会经济的发展与社会体制结构的改变。 现在，我们又处在了一个社会转型与变革的伟大时期，目前我国音乐教育价值观的建设与发展问题成为我们关注和思考的重点。 当今我国音乐教育价值观建设与发展过程中存在的问题主要表现为从“人”体系出发，以“素质教育”为目的的音乐教育价值观与从“艺”体系出发，以“职业技能教育”为目的的音乐教育价值观之间的矛盾，并由此生成当前我国音乐教育价值观建设领域的两个误区——在音乐教育价值取向与音乐教育价值观上的过于理想化与过于现实化。 借鉴历史的经验与教训，二元对立、执两用中；以人为本、与 时俱进，无疑是我们当前进行音乐教育价值观建设的最佳选择与应有的态度。 展望未来，人们最终的音乐教育价值观注定会要在一个物质生产高度发达，精神文化生活充分繁荣的时代与社会实现向“人之为人的确证”本源的历史性回归。让我们共同期盼这一天的早日来临!  

英文摘要 The music education and its value are the unique genes of objective existence in human society. However, the so-called value orientation of music education reflects the understanding and view of music education under a certain social and historical condition. According to people's own requirement and profit, the music education is a kind of synthesis that includes subjective judge, choice, emotion experience and will for the music education value. In accordance with the principle of asking for extent agreement while keeping minor inconsistency, there always some kinds of value orientations of music education, which dominate the music value in a society, regardless of what kinds of social historic conditions. Meanwhile these value orientations of music education synthetically affect the people's consciousness and thought. Gradually these orientations become some kinds of stable psychological tendency or the psychology that decides the prevailing of value orientation of music education. Hence this is people's value of music education. The value of music education is an overall understanding and a judgment related to music education. It also is a constituent part of world view. It cannot be separated from society to exist alone. It is the historical product that belongs to a certain social such that it is restricted and influenced by society. The creation and existence of any thing has its reason and base, at the same time the creation of this reason and base often has its more original reason and base. Keeping on tracing its reason and base in an up manner will result in the appearance of the most original reason and base, which is called as the historical and most radical reason and base for the thing, namely the historical source of this thing. Similarly the value orientation of music education also has its historical source. The activity of music education has been a way for conquering nature and a proof of humanity in the primitive society. This is most original value of music education, also is the historical source of the value orientation of music education. A series of evolution and changes happened during pre-Qin Dynasty in the area of the value of music education. The value of music education was developed from the idea of "proof of humanity" in primitive society into the concept of "refinement of courteous by music" during the period of Xia, Shang, and Western Zhou Dynasties. Again the concept later was replaced by the notion of "music for living or entertainment" in the early stage of the Spring and Autumn period and the Warring States period. This replacement hereafter had a profound and significant influence to the duel views of "Humanist versus Skill" in the value of the Chinese tradition music education. However its "secret factor" and "driving force", which caused and impelled these successive evolutions in music education, are the product of the social economy as well as the change of social system. Now this is the period of the social reforming and transformation. The prosperous music education and colorful progress in music education urge us to think the construction and development of the value of music education in our country. Now there are two prevalent conceptions about the value of music education in the practice of the construction and the development of music education in our country. Based on the belief of "humanist", one believes that the music education should pursue the goal of "the education for all-around development". On the contrary, based on the belief of "skill", the other believes that the music education is for the purpose of "professional skill education". Therefore a contradiction is created because of the conflict of the two conceptions in music education. Accordingly this contradiction creates two erroneous zones: extreme idealization and excessive reality. It is necessary for us to learn lessons from historic experiences and stories because extremeness means instable. We should have the attitude of appropriateness, humanist, and progressive for the purpose of the c  
DOI CNKI::CDMD:10542.2.2004.0746