音乐课程标准“以美育人”的价值取向及实现路径  

Value Orientation and Realization Path of "Education Students Writh Aesthetic Education" in Music Curriculum Standards

作　　者：郭彪[1] 张清 Guo Biao;Zhang Qing

机构地区：[1]中国音乐学院教育学院,北京100101 [2]中国音乐学院 [3]中国音乐学院中国音乐研究基地,北京100101

出　　处：《课程．教材．教法》2024年第3期134-139,共6页Curriculum，Teaching Material and Method

基　　金：北京市教育科学“十四五”规划2022年度优先关注课题“基于五育融合的音乐教育创新研究”(BBEA22007)。

摘　　要：“以美育人”是《义务教育艺术课程标准(2022年版)》开宗明义强调的课程理念。音乐课程将美育贯穿育人的全过程,体现在音乐课程标准的价值内涵、价值特征及价值功能等维度。音乐课程育人价值呈现由学科本位到素养本位、由学科价值到育人价值的两个转向。审美教育是音乐课程实现“以美育人”任务的重要途径,全面理解和掌握音乐课程标准的核心要义需从艺术体验、学科综合与跨学科主题学习等方面探寻课程标准落实的有效实现路径,进而发挥音乐课程应有的育人价值以实现音乐课程“以美育人”的目标追求。"Educating students with aesthetic education" is the concept emphasized in Compulsory Education Curriculum Standards:Arts(2022 Edition).Music curriculum runs aesthetic education through the whole process of educating people,which is reflected in the value connotation,characteristics and function of music curriculum standards.The educational value of music curriculum presents two turns from subject-based to competency-based,and from subject value to educational value.Aesthetic education is an important way to realize the task of "educating students with aesthetic education" in music curriculum.To fully understand and master the core essence of music curriculum standards,we need to explore the effective implementation path of curriculum standards from the aspects of artistic experience,subject synthesis and interdisciplinary theme learning,and then give full play to the educational value of music curriculum to realize the goal of "educating students with aesthetic education" in music curriculum.

关 键 词：音乐课程标准 以美育人 价值取向 中小学艺术教育 

分 类 号：G40-014[文化科学—教育学原理]