从多元智能结构理论看音乐教育的育人价值  

On the Value of Education by Music from the Point of Plural Intelligent Structure Theory

作　　者：任平[1] 王小英[1] 

机构地区：[1]广东职业技术师范学院,广东广州7510631

出　　处：《广西师范学院学报（哲学社会科学版）》2004年第3期51-55,共5页Journal of Guangxi Teachers Education University：Philosophy and Social Sciences Edition

摘　　要：　音乐教育的育人价值,长期以来不易为人理解。美国当代心理学家加登纳的多元结构理论,为我们探讨与审视音乐教育的育人价值提供了全新的视角。该理论认为,人的智能并非单一的,而是多元的,包括言语—语言智能、逻辑—数理智能、视觉—空间智能、音乐—节奏智能、身体—运动智能、人际交往智能、自我反省智能、自然观察者智能和存在智能等九种智能。音乐教育的育人价值不仅体现在开发音乐—节奏智能上,也不仅体现在从事音乐专业的人身上,而且也体现在开发其它与音乐及音乐智能有关的智能上,体现在从事其它各项事业的所有人身上。For long the value of education by music is incomprehansible.Modern American psychologist,Gardena provided us in his plural structure theory with a completely new perspective on the value of education through music.In his theory,it is believed that man's intelligence is plural rather than monogenetic,including language_lingual intelligence,logic_rational intelligence,visual_spatial intelligence,music_rhythm intelligence,body_motion intelligence,sociality intelligence,retrospective intelligence,natural observer intelligence and existing intelligence,etc.The value of education by music is not only presented in exploitation of music_rhythm intelligence,but on the person who is engaged in musical specialty as well as on the intelligence relevant to other musics,musical intelligence in addition to other vocations.

关 键 词：多元智能结构理论 音乐教育 育人价值 加登纳 音乐智能 文化传承价值 

分 类 号：G40[文化科学—教育学原理] J-6[文化科学—教育学]