学位授予单位 湖南师范大学  

中文关键词 中等职业学校;音乐课程资源;开发与利用  

导师 吴跃跃  

论文级别 硕士  

学科专业名称 课程与教学论  

中文摘要 社会的变革要求教育的变革。20世纪开始的以计算机为标志的第三次工业革命,引发了世界上许多国家对中等教育结构体制的改革,如美、日、俄等发达国家现已逐步普及高中,因而不存在颁发学历、文凭的中职教育,全凭社区学院暑假、夜校课程及研讨班等机构来弥补许多专业领域的音乐教育,英国也只是提供非全日制学习条件下的综合性的基础音乐培训来帮助那些希望获取音乐学院文凭的学生。在我国,普通高中尚未普及,初中分流带来的职教问题,及课程模式多样化的问题,依然存在。新型的专门的职业技术教育是普通教育分化的结果。早在1994年全国教育工作会议的报告中李鹏同志就指出:要“调整教育结构,把提高劳动者素质、大力发展职业教育放在重要的位置”,同时表示“接受过各级各类职业教育的学生,根据本人的意愿、条件和可能,都允许接受更高层次的教育,获取更多的机会”,希望通过改革,“逐步形成初等、中等、高等普通教育和职业教育共同发展、相互衔接、比例合理的教育体系”。 中等职业学校作为具备中等教育功能的教育结构,近年来随着社会发展和生产的需要,办学模式也有了变化,普通教育职业化,职业教育普通化,成为中等教育改革的大趋势。音乐专业落户中等职业学校,就是中等职业学校办学模式多样化、职业教育普通化、特色化的具体显现。一方面它为社会培养初级音乐专业人才,满足社会对各级各类层次劳动者的需要,更重要的是,它为学生专业音乐学习提供了可持续性发展的机会,即为高一级音乐院校输送合格新生,是实现中等职业教育与高等教育协调发展、整体衔接的一种具体的教育体系,然而理想与现实的差距,使得音乐专业在中等职业学校并不十分受重视,中等职业学校这一“任务转移战略”似乎只停留在理论上的必要,在具体的教学实践中还存在许多困惑和实实在在的困难。中等职业学校的音乐专业如何实施其双重培养任务,如何满足学生的多样化发展需要,也正是中等职业学校从此方向特色化办学能否成功的重要标志,而这最终取决于学校课程与教学的特色化问题。笔者认为,具体  

英文摘要 Social innovations require educational reforms From the 20th century , the third industrial revolution marked by computer has caused reforms of educational structures and systems of secondary education in many countries of the world , many developed countries , such as the united states , Japan , Russia and so on , has gradually made high schools universal , So there doesn' t exist and secondary education to a ward diplomas . Music education in many professional fields is remedied by summer courses , evening courses of community colleges and organizations of deliberating classes , etc . In Britain , under part - time learning conditions , comprehensive basic music traveling is offered to help those students who hope to obtain diplomas of conservatory of music .In China , we haven' t made general senior middle school universal, professional education problems brought by junior middle school' s division and varied course models are still existing . The new and specialized vocational technical education is the result of general education' s division . In 1994 , Comrade Li Pen instructed in the National Education Working Conference: "Adjust structures of education , put the improvement of laborer' s quality and greatly development of professional education to a very important position . " At the same time , he expressed : "The students who accept higher education according to their wishes , conditions and possibilities . They may have more chances . " He hoped : "Junior education , secondary education , higher education and professional education will develop together and join each other in order to from a rational - proportioned education system . " Secondary vocational schools are education structures that possess secondary education function . In the recent years , as the needs of social development and production , the models of running schools have changed a lot . General education has been becoming occupational , and professional education has been becoming common . These have become the main trends of education reforms . That music education has settled in the secondary vocational school reflects all these characteristics . On the one hand , music education has trained a lot of special personnel in the music field , and meet the social needs for different kinds of laborers . What' s more , it offers chances of continued development to students who study music to say , it conveys new qualified students to higher conservatory of music . It is a specific education system of realizing the coordinated development and the whole joining between secondary vocational education and higher education . However , the gaps between ideals and realities make musical specialty not very important in secondary vocational schools. "The task transfer strategy" seems to be theoretically necessary , but in the actual teaching practice , there lies a lot of bewilderment and practical difficulties . How does musical specialty in secondary vocational schools carry out double - task and meet different development needs of the students . It also marks whether running schools characteristically in secondary vocational school succeed or not . And finally it is decided by he characteristic problems of curriculums and teaching in the schools . In my opinion , it school actually be problems about curriculum resources of musical specialty . Resources of musical specialty are the certain and direct sources of musical curriculums . The research to musical curriculum resources is the important assurance , It ensures how musical specialty develop continuously and healthily in secondary vocational schools .The experts inside or outside of china have expounded their opinions on connotations of curriculum resources .On the basis of synthesizing all these opinions , the author will discuss the definition and classification of musical curriculum resources in Chapter One . After surveying the musical curriculum resources in most of the secondary vocational schools in Hun Nan , the author has founded out the main circumstances of designing the musical specialties and will then analyze and summarize the basic thing of musical curriculum resources about musical specialty in secondary vocational school in chapter Two . In chapter Three , the author will put forward her tentative views and opinions on the exploitation and utilization of musical curriculum resources . This thesis is the thinking and initial exploration into musical curriculum resources . The approaches to research in this thesis are literature review , interview , survey by questionnaires and comparison . Truly hope to get the criticisms and corrections from each expert , school and colleague.  

DOI CNKI::CDMD:10542.2.2006.5688