Perceiving musicology as a combination of scientific and academic disciplines, and considering the history and the way of its development, the author pays more attention to the problem of understanding the evolution o...Perceiving musicology as a combination of scientific and academic disciplines, and considering the history and the way of its development, the author pays more attention to the problem of understanding the evolution of music and musical science. Music education is presented in the relationship of the two main areas： science and education. There is evidence of a gradual expansion and changes in the content and methods of the science of music. The 21st century rapidly and dynamically entered in our lives in terms of the development of information communication, technological progress and unprecedented rise of scientific thought. Social upheavals of this period of history, a powerful wave of liberation movements have caused an unprecedented intensification of national creative forces committed to the development, expansion of contacts, attached to the other cultures. To date, the science of music has evolved so much on what grew out of it and separated into clearly separate spheres with their problems, trends, directions： music theory, music history, ethnomusicology, musical philosophy, and also music source studying. And it should be noted that each of these areas has its embodiment in materialized form of faculties, departments in the conservatory. Development of new standards, new plans, programs, new courses is a related process of development of these sciences in general.展开更多
Activity Theory （AT） has its philosophical roots in classical German philosophy, in the works of Marx and Engels, and in the Soviet Russian cultural-historical school of psychology （Engestrom, 1999）. AT and the Ac...Activity Theory （AT） has its philosophical roots in classical German philosophy, in the works of Marx and Engels, and in the Soviet Russian cultural-historical school of psychology （Engestrom, 1999）. AT and the Activity System （AS） model developed by Engestrom are widely used in a variety of fields in social sciences. In this paper, I consider how the AS model and the concept of ＂object＂ in particular can be adopted when researching the complexity and dynamics of teaching activity and its outcome on a phonetics course at a university in China. The findings indicate that varied ＂object＂ that each individual student is working at during the teaching and learning activities constitutes an important and direct factor leading to differentiated learning outcome in the phonetics course. A thorough examination of the relationship between the components of the AS reveals ways of narrowing the gap between the collective ＂object＂ that is constructed publicly and explicitly during the lesson and the individual ＂object＂ constructed silently and implicitly by each individual. The author argues that the closer the collective ＂object＂ is to the individual ones, the more rewarding a lesson will be to the majority of the students. Thus it is the teachers＇ responsibility to identify various individual ＂objects＂ and to bridge the gap between the collective and individual ＂objects＂ in order to improve the quality of classroom teaching and learning.展开更多
文摘Perceiving musicology as a combination of scientific and academic disciplines, and considering the history and the way of its development, the author pays more attention to the problem of understanding the evolution of music and musical science. Music education is presented in the relationship of the two main areas： science and education. There is evidence of a gradual expansion and changes in the content and methods of the science of music. The 21st century rapidly and dynamically entered in our lives in terms of the development of information communication, technological progress and unprecedented rise of scientific thought. Social upheavals of this period of history, a powerful wave of liberation movements have caused an unprecedented intensification of national creative forces committed to the development, expansion of contacts, attached to the other cultures. To date, the science of music has evolved so much on what grew out of it and separated into clearly separate spheres with their problems, trends, directions： music theory, music history, ethnomusicology, musical philosophy, and also music source studying. And it should be noted that each of these areas has its embodiment in materialized form of faculties, departments in the conservatory. Development of new standards, new plans, programs, new courses is a related process of development of these sciences in general.
文摘Activity Theory （AT） has its philosophical roots in classical German philosophy, in the works of Marx and Engels, and in the Soviet Russian cultural-historical school of psychology （Engestrom, 1999）. AT and the Activity System （AS） model developed by Engestrom are widely used in a variety of fields in social sciences. In this paper, I consider how the AS model and the concept of ＂object＂ in particular can be adopted when researching the complexity and dynamics of teaching activity and its outcome on a phonetics course at a university in China. The findings indicate that varied ＂object＂ that each individual student is working at during the teaching and learning activities constitutes an important and direct factor leading to differentiated learning outcome in the phonetics course. A thorough examination of the relationship between the components of the AS reveals ways of narrowing the gap between the collective ＂object＂ that is constructed publicly and explicitly during the lesson and the individual ＂object＂ constructed silently and implicitly by each individual. The author argues that the closer the collective ＂object＂ is to the individual ones, the more rewarding a lesson will be to the majority of the students. Thus it is the teachers＇ responsibility to identify various individual ＂objects＂ and to bridge the gap between the collective and individual ＂objects＂ in order to improve the quality of classroom teaching and learning.
