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

福建师范大学

中文摘要：
本文将二十世纪中国学校音乐教育100年发展过程作为研究对象，着重研究这一历史阶段我国中小学、中师、高师音乐教育的理论与实践的产生、发展、关联等问题，从中总结出得失与规律，以作为我国学校音乐教育进一步发展的依据和参考。 笔者认为，二十世纪中国学校音乐教育发展过程可分为六个时期。1．萌芽期(1901—1919)：以学堂乐歌的兴起和发展为标志。2．初创期(1919—1949)：以“五四”新文化运动的发展为契机，美育逐步受到重视，学校音乐教育开始起步。3．建设期(1949—1956)：新中国的建立，确立了美育和音乐教育在学校教育中的地位。4．曲折发展期(1957—1966)：虽然美育未得到重视，但学校音乐教育在困境中仍有所发展。5．停滞期(1966—1976)：在极“左”路线干扰下，美育被否定，学校音乐教育遭受严重破坏。6．繁荣期(1977—2000)：美育在学校教育中的地位重新得到确立，学校音乐教育出现了从未有过的繁荣局面。 从中国学校音乐教育六个时期的发展过程可以看出，哪个时期政府将美育纳入教育方针，并在具体的措施、经费上给予足够的保证，哪个时期的学校音乐教育就得到健康发展。

  
英文摘要 In this thesis, the object of research was the developing process of Chinese school music education over this century. The author researched emphatically on the produce, development and relation of theory and practice of music education in our country primary schools, high schools, normal schools and the teachers colleges and universities in this historical stage. He then summarized gain and loss and regular patterns to provide the basis and reference for the further development of our country's school music education. According to author's opinion, the developing process of Chinese school music education can be divided to six periods. 1. The bud period (1901-1919): The mark was the rising and developing of school songs. 2. The initial period (19 19-1949): With the development of "May fourth" new culture movement, aesthetic education was gradually paid attention to and music education began to start. 3. The construction period (1949-1956): The founding of New China established the status of aesthetic and musical education in school education. 4. The tortuous development period (1957-1966): Although aesthetic education was not taken seriously, school music education still developed slowly in predicament. 5. The standstill period (1966-1976): Under the disturbance of the line of Ultra "Left", aesthetic education was denied and school music education suffered serious destruction. 6. The prosperity period (1977-2000): Aesthetic education's status in school education was again established and school music education appeared an unprecedented prosperous aspect. From the six periods' developing process of Chinese school music education we can see that school music education was developed robustly in that period when government included aesthetic education into the education policy.  
DOI CNKI::CDMD:10394.2.2001.0262