中国音乐教育的传承主体与多元化音乐视野

Inheritance Subject of Chinese Music Education and Diversified View of Music

中国音乐教育的课程内容及教学模式长期以来被西方现代性音乐话语体系主导,而本属于学校音乐教育传承主体的中国传统音乐母语和方言却被边缘化。应该从现行的西方现代性音乐话语主导的禁锢中走出来,顺应国际音乐教育的大潮流,立足本土中华文化母语的传承主体,充分利用当地音乐文化资源的方言系统,以音乐人类学的理念打破边界,将课堂与田野融为一体。后现代音乐教育学就是要建立在全球性文化语境下,理解人类的音乐文化,最终将学生培养成全面发展的人才。

The curriculum content and teaching mode of Chinese music education have long been dominated by mod- em western music discourse system. The traditional Chinese music languages and dialects which are supposed to be the subject of music education are marginalized. We should therefore escape from the rigidity of the western model of music education, conform to the trend of international music education, make full use of the dialect system of local music and cultural resources based on native Chinese culture, and combine the classroom teaching with the field work with the concept of ethnomusicology. Postmodern music education should understand the music culture in a global cultural context, and ultimately cultivate all-around developed talents.