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中小学音乐教师动态能力的理论与实证研究

【作者】 许君君

【导师】 王耀华;

【作者基本信息】 福建师范大学, 音乐学, 2017, 博士

【摘要】 随着音乐教育改革的理念不断更新以及我国对美育的重视度不断增强,音乐教学中对教学实践的创新性要求也逐步增强,尤其是在当前互联网信息时代下,迅猛涌入的音乐信息和日新月异的互联网应用技术,越来越灵活多变的音乐教学环境,都迫使音乐教师积极完善自身的知识结构、提升职业技能,与不断变化的外部动态环境相适应。本文在创新音乐教育哲学的指导下,结合音乐教师教育发展和音乐教师专业可持续发展的新要求,在对教师能力发展理论、动态能力理论进行综述的基础上,从动态发展的视角,立足音乐教育动态信息资源层面,试图构建音乐教师动态能力理论,并采用定量和定性分析相结合的方法,拟制了音乐教师动态能力评价量表,采用层次分析法构建了音乐教师动态能力评价模型,最后以福州市部分中小学音乐教师为研究对象进行了实证分析,并给出了提升音乐教师动态能力的对策与建议。研究得出如下结论:一是音乐是最富有创新性的艺术形式之一,音乐教师在教育实践中要鼓励创新、践行创新;二是音乐教师自身的能力不应是一成不变的,而要跟随时代和音乐教学实践的变化而变化,随时适应音乐教育的动态要求。本文借助企业战略研究中的“动态能力”理论,建构了音乐教师动态能力的基础理论与音乐教师动态能力的五维框架;三是从外部动态信息资源视角,梳理出音乐教师动态能力的五个构成维度:音乐教师动态信息的获取能力、音乐教师动态信息的吸收能力、音乐教师内部动态整合能力、音乐教师外部动态调适能力、音乐教育动态信息资源的应用能力,并将五个维度进一步细分为25个具体的评价指标;四是编制了音乐教师动态能力评价量表,并构建出音乐教师动态能力评价的具体模型,制定了模型的具体评价标准;五是随机抽取了福州市28所中小学的135名音乐教师进行了问卷调查,得到福州市音乐教师动态能力总体得分相对集中,大多处于“中”、“良”两个层次,以及调查对象在五个具体维度的某些指标得分上存在一些差异的结论;六是实证研究发现,在影响音乐教师动态能力的众多因素中,学校艺术活动开展、音乐教师团队教学研讨、单位组织培训的效率、单位对音乐教育科目的重视程度等外部影响因素,对音乐教师动态能力的发展起到正向的推进作用;七是从组成音乐教师动态能力的五个维度出发,通过提高音乐教师动态能力的获取能力、提高音乐教师动态信息的吸收能力、提高音乐教师的内部动态整合能力、提高音乐教师的外部动态调适能力、提高音乐教师的动态资源应用能力,多措并举、多管齐下,促进音乐教师动态能力的提升和区域中小学音乐教育整体水平的提高。

【Abstract】 As the music education reform ideas constantly update and degree of attention to the aesthetic education in our country, more and more attention has paid to music teaching practice and its creativity. Especially in the current era of Internet information, a variety music information into our livesand Internet application technology constantly updated, let the music teacher caught off guard, forcing music teachers constantly update their knowledge structure and enhancing professional skills, in order to realize compatible with age requirements, matching the current music teaching philosophy, and constantly changing external resources and environment in harmony. Music based on the innovation under the guidance of education philosophy, combined with the music teacher education development direction and the new requirement of the music teachers’ professional sustainable development, the research on teachers’ability development theory, theory of dynamic capabilities is summarized on the basis of, from the perspective of development, based on the music education dynamic resource level, dynamic capability theory, constructs the music teachers and the expert interview and questionnaire survey method, was used to construct the dynamic capability evaluation questionnaire music teachers, using analytic hierarchy process (AHP) construct the dynamic capability evaluation model of music teachers, finally to Fuzhou part make an empirical analysis of the primary and secondary school music teachers as the research object, and gives the Suggestions on promote music teacher dynamic development ability. Study:Firstly, the music is one of the most innovative forms of art, music teachers in the education practice to encourage innovation and practice innovation, making the progress in music educationaccords with the development law of sense of music and music education. Secondly, the music teacher’s own ability is not invariable, and follow the change of The Times and change, at any time to adapt to the music education of the dynamic requirements.With the help of a "dynamic capabilities" in the study of enterprise strategy theory, the dynamic capabilities framework, allowing the music teachers to build the dynamic capability theory.Thirdly, from the external dynamic resource perspectivecreate the music teachers form five dimensions:music teachers’ ability to obtain dynamic information, music teachers’ ability to absorb dynamic information, music teacher’s internal dynamic integrating capacity, music teacher’s external dynamic adaptive capacity, music teachers dynamic resource application ability and are further subdivided into five dimensions 25 concrete evaluation indexs. Fourthly is compiled the music teacher dynamic capability evaluation scale, and constructed the music teacher the concrete model of assessment of dynamic capabilities, formulate the specific evaluation criterion of the model. Fifthly is randomly selected 135 music teachers in 28 schools to do the questionnaire survey from primary and secondary schools in Fuzhou. We found that the Fuzhou music teachers’ overall score of dynamic capability relatively concentrated, and mainly get the "medium" or "good" two levels. Besides, there are some differences about the research object in five specific index scores on the dimension of the specific conclusions.Sixthly is the empirical study found that among many factors affect the ability of the dynamic music teachers, school art activities, team teaching, unit training organization, the degree of music studies pay attention to the external influence factors for the development of music teachers’ dynamic capabilities play a positive promoting role.Sevnethly is the education department should startfrom the five dimensions of dynamic capabilities, music teachers through raising the ability of music teachers’ dynamic access ability,improving the ability of dynamic information of the use of music teachers, the development of internal dynamic epistemic logic music teachers, strengthening the music teachers’ external dynamic coordination, promotingmusic teachers’ information resource releasing ability, many measures simultaneously, multi-pronged, to promote the ability of the music teachers’ dynamic and regional music education overall level enhancement.

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  • 【网络出版投稿人】 福建师范大学
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