身份认同视角下音乐师范生专业发展的路径探究

A Study on the Path of Music Normal Students'Professional Development from the Perspective of Identity

当前我国音乐师范生的专业发展在社会层面存在准入与评价标准不完善、培养体系不健全、大中小学合作不深入;在个体层面存在专业自主意识缺失、专业理念与专业要求相悖、专业能力与专业需求不符的问题,其本质源于音乐师范生的身份认同不足。进一步促进音乐师范生的专业发展,需要在社会认同和自我认同两个路径维度上协调推进,通过国家方针政策的导向作用,社会期待、以及音乐师范生自主驱动、构建学习共同体四个方面共同提升音乐师范生的身份认同水平,从而驱动音乐师范生的专业发展。

At present,the professional development of music teachers'students in China has imperfect access and evaluation standards at the social level,imperfect training system,and incomplete cooperation between universities,middle schools and primary schools;At the individual level,there are problems such as the lack of professional autonomy,the contradiction between professional concepts and professional requirements,and the inconsistency between professional capabilities and professional needs.The essence of this problem is the lack of identity of music normal students.To further promote the professional development of music normal students,it is necessary to coordinate the promotion of social identity and self-identity in two path dimensions.Through the guiding role of national policies,social expectations,as well as the independent drive of music normal students,and the construction of learning community,we can jointly improve the level of identity of music normal students,thus driving the professional development of music normal students.