摘要
本文基于课程社会学"社会建构论"与"社会实在论"的二元视角,阐述音乐学(师范)专业舞蹈课程的知识择定与知识调配的理论基础与实践方法。由于现行的普通本科音乐教育专业的舞蹈课程是"校定课程"与"师定课程"的结合体,没有完全统一的教学内容,只有多种形式的教学实践,因此出现了指向不明的舞蹈教育结果。本文认为音乐教育专业的舞蹈教育研究与社会学的"联手",将为音乐教育专业舞蹈课程改革铺设理论基础,帮助我们尝试回答"教什么"的问题,使实践方向趋于明朗,形成符合新时代音乐教育人才需求的舞蹈教育模式。
Based on the dual perspectives of curriculum sociology,namely"social constructionism"and"social realism,"this paper analyzes the theoretical basis and practical methods of knowledge mapping and knowledge deployment for the course design of dance for the Musicology major(teaching).As the current dance curriculum for general undergraduate music majors is a combination of"school-defined courses"and"teacher-defined courses,"there is no completely uniform teaching content,while there are multiple forms of teaching practices.Therefore,dance education results are not very well predictable.This paper believes that the combination of dance education research and sociology will lay a theoretical foundation for reshaping and upgrading the dance curriculum for music education,helping us understand"what to teach,"and how to frame a dance education model to nurture music educators in the new era.
出处
《当代舞蹈艺术研究》
2021年第2期95-99,111,共6页
Contemporary Dance Research
基金
江苏高校哲学社会科学研究一般项目“江苏普通本科音乐教育专业舞蹈教育现状研究”(项目编号:2019SJA0575)成果之一。
关键词
课程社会学
音乐学(师范)专业
课程设计
curriculum scociology
musicology major(teaching)
curriculum design
