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20世纪以来的中国音乐教育,一直归属于美育学科范畴,这对确立音乐教育在学校教育中的地位起到了重要作用。但作为美育的音乐教育的哲学基础,是“主客二分”的主体性认识论哲学,主要呈现的是“技术理性+审美”的图景。随着中国教育向素质教育转型,这种彰显“人”的存在的音乐教育对“技术理性+审美”的音乐教育带来了挑战。从素质教育角度来说,音乐教育应以主体间性作为哲学基础,并归属于人文学科。音乐教育是对话与理解以及追求意义世界的教育。
Since the 20th century, Chinese music education has always belonged to the category of aesthetic education, which played an important role in establishing the status of music education in school education. However, as the philosophical foundation of music education in aesthetic education, it is the subjective epistemological philosophy of “subject-object dichotomy”, mainly showing the picture of “technical rationality + aesthetic”. With the transformation from Chinese education to quality education, this kind of music education that demonstrates the existence of “people” poses challenges to the music education of “technical rationality + aesthetic”. From the perspective of quality education, music education should be based on the intersubjectivity as the philosophical foundation, and belongs to the humanities. Music education is the education of dialogue and understanding and the pursuit of a world of meaning.