少数民族音乐教育的逻辑起点:文化认同,文化多样性与文化尊重  

The Logical Starting Point of Music Education for Ethnic Minorities is Cultural Identity,Cultural Diversity and Cultural Respect

作　　者：王厚谊[1] 

机构地区：[1]山东艺术学院,山东济南250014

出　　处：《贵州民族研究》2018年第1期238-241,共4页Guizhou Ethnic Studies

基　　金：2017年度贵州省理论创新课题招标项目"习近平总书记扶贫思想在贵州的实践研究"(编号:GZLLZB201701);贵州省教育厅高校人文社会科学研究重点项目"贵州构建‘净’与‘静’生态环境研究"(编号:2017ZD01)

摘　　要：少数民族音乐当前的基本问题是解决文化冲突,促进文化传承,推进文化相容,基于文化认同进行冲突化解、通过文化多样性肯定传承价值、以文化尊重促进和谐关系自然成为民族音乐教育的逻辑起点。对于各方面逻辑起点的意义发挥,主要是指在教育过程中要落实文化认同塑造任务,以文化多样性保护建立教育体系,以及切实发挥文化尊重理念的导向作用等。a fundamental problem of the current national music is to solve the cultural conflict, the promotion of cultural heritage, promoting cultural compatibility, therefore, through resolving the conflict of cultural dive^ity, to respect the cultural heritage value must promote the harmonious relationship between nature will become the logical starting point of national music education based on cultural identity. For the logical starting point of the significance of play, mainly refers to the process of education to implement the task of shaping the cultural identity, to the protection of cultural diversity to establish education system, and effectively play the role of the guiding concept of cultural respect.

关 键 词：少数民族音乐教育 文化认同 文化多样性 文化尊重 

分 类 号：G75[文化科学—教育学]