【作者】 徐敦广；

【导师】 张贵新；

【作者基本信息】 东北师范大学 ， 比较教育学， 2009， 博士

【摘要】 本文选择审美现代性的视角来研究美国音乐教育的理论与实践,在指明审美现代性的历史演变及特征后,借助美国音乐教育的历史发展进程的分析得出了从传统审美到现代审美,从实用哲学到实践哲学的两次理论飞跃的结论,并揭示出了审美现代性的张力:反思性和主体性,其形成过程背景是从主体性教育到主体间性教育的转型。最后,总结美国音乐教育审美现代性思想的三个基本内涵:第一,美国音乐教育审美现代性的根基是多元文化,主体间性思想要求必须以多元的文化价值观念看待音乐教育;第二,美国音乐教育审美现代性的精神内核是情感体验,情感体验不仅是音乐教育的前提,还符合审美现代性思想的美育要求;第三,美国音乐教育审美现代性的表征是实践品格。审美现代性既是静态的概念,但时常又会以动态的形式呈现在美国音乐教学实践的各个环节中,因此,笔者具体以审美现代性理论逐一审视了美国音乐教育的教学理念与实践模式,研究内容包括音乐教育的审美现代性维度;美国音乐教育发展的历程和特点;美国音乐教育思想的变迁;审美现代性的历时研究;美国音乐教育的现状分析;美国音乐审美教育对我国音乐教育的启示;审美现代性和美国音乐教育的关系等。对美国音乐教育审美现代性教育价值进行反思,并阐释了此项研究对我国音乐教育实践的深刻启示。论文主要包括引言和五章内容。引言,阐述了问题的缘起和审美现代性的选择原因,并介绍美国音乐教育的研究现状和理论背景。第一章,音乐教育中的审美现代性。论述了审美现代性的基本特征及救赎意义,参照后现代语境,对审美现代性思想进行批判研究。第二章,审美现代性对美国音乐教育的影响。包括主体性与审美主义的历史困境及主体间性在审美现代性教育领域的提出,审美现代性与多元文化、实践品性、情感体验的关系。第四章,美国音乐教育的历史发展进程分析。列举出美国音乐教育具有历史意义的事件及美国音乐教育史的历史特点,从而揭示出从传统审美到现代审美的历史转型。第五章,审美现代性视角下的美国音乐教学与实践。比较审美现代性思想与美国《国家艺术教育标准》的理念,并以一些个案展开了《艺术标准》实践中多元音乐教育的思考,概括出美国音乐教育审美现代性“创造”的内在特征,针对奥尔夫教学模式做了审美现代性的内涵分析。第六章,美国音乐教育的反思。对美国音乐教育中的审美现代性进行了反思,阐释了审美现代性音乐教育理念的教育价值及对我国音乐教育的启示。更多还原

【Abstract】 The paper focuses on the theories and practices of the music education in America on the basis of modern aesthetic judgment. After pointing out the features and the historical evolvement of the modern aesthetic judgment, the paper comes to the conclusion of the two theoretical leaps from the traditional aesthetic judgment to the modern one and from pragmatism to practicality in accordance with the historical development of American music education, revealing the tension, reflection and subjectivity of modern aesthetic judgment have been transformed from subjectivity education to inter-subjectivity education. The paper ends up with the three basic ideological connotations of American music education: The aesthetic modernity of American music education is based upon pluralistic cultures as music education must be treated with pluralistic cultural values in terms of inter-subjectivity. The mental core of the modernity of American music education is emotional experience, which not only is the precondition of music education but also meets the aesthetic requirements of modern aesthetic judgment. Practicality is the typical characteristics of the modernity of American music education.The aesthetic modernity is on the one hand, a static concept, but often a dynamic form on the other hand, showing itself in every part in American music education. Therefore, the paper scans one by one the pedagogical ideas and practical models of American music education with the theory of aesthetic modernity, including the dimensions of the aesthetic modernity, the processes and features of the development of American music education, the ideological evolution and changes in American music education, research on the aesthetic modernity historically, analysis of the current situation of American music education, the revelations to our music education and the relationships between the aesthetic modernity and American music education. The paper reconsiders the educational values of the aesthetic modernity in American music education and explains the deep inspiration to the practice of our music education.The paper covers an introduction and six chapters. The introduction tells the reasons why the author chooses the research subject of the aesthetic modernity and introduces the present situation and the theoretical background in American music education. Chapter One focuses on the critical study of the ideology of the aesthetic modernity in music education and points out the major characteristics and redemptive significance of the aesthetic modernity according to the post-modern context. Chapter Two explores the influence of the aesthetic modernity to American music education, such as the historical predicament of the subjectivity and aesthetic judgment, the rise of the inter-subjectivity in the aesthetic modernity in educational area, the relationships between the aesthetic modernity and pluralistic cultures, practicality and emotional experience. Chapter Four analyses the historical development of American music education, listing the events with historical significance and the historical characteristics of American music education, thus revealing the historical transformation from the traditional aesthetic judgment to the modern one. Chapter Five covers the teaching and practice in American music education under the aesthetic modernity, compares the idea of aesthetic modernity with the American "National Art Education Norm," reconsiders the pluralistic musical education in the practice in accordance with the "Art Education Norm" with some individual cases, summarizes the inner features "created" by the aesthetic modernity in American music education and analyses the connotations of the aesthetic modernity based on Wolfs teaching model. Chapter Five reconsiders the aesthetic modernity in American music education and releases the educational values of the pedagogical rationale of the aesthetic modernity in music education and their revelations to the music education in China.更多还原