音乐教育中的主体性与多元文化——以中国台湾地区与印度尼西亚爪哇地区高中音乐教科书内容为例  

Subjectivity and Multiculturalism in Music Education:A Case Study of the Contents of Music Textbooks in High Schools in Taiwan(China)and Java(Indonesia)

作　　者：刘小鼎 蔡宗德 LIU Xiaoding;CAI Zongde(Department of Music,School of Art and Design,Yunnan University,Kunming,Yunnan 650091,China;Graduate Institute of Ethnomusicology,Tainan National University of the Arts,Tainan,Taiwan70004,China)

机构地区：[1]云南大学艺术与设计学院,云南昆明650091 [2]台南艺术大学民族音乐学研究所,中国台湾台南70004

出　　处：《贵州大学学报（艺术版）》2024年第5期101-112,共12页Journal of Guizhou University Art Edition

摘　　要：主体性与多元文化是近年来各国音乐教育的主要发展方向,在音乐教育发展的过程中,往往因为音乐教育政策、教育资源分配或教育方法上的不同,造成音乐教育的主体性与多元文化无法达到平衡的状态,许多从事民族音乐学教育的学者因此开始反思与批判现阶段的音乐教育方向。本文主要以我国台湾地区与印度尼西亚爪哇地区的高中音乐为例,从音乐主体性与多元文化音乐教育、我国台湾地区高中音乐教科书中的内容与特色、印度尼西亚爪哇地区高中音乐教科书中的内涵与实践、主体性与多元文化在两地高中音乐教育中的核心价值四个方面进行探究,呈现出当下音乐教育发展过程中所面临的问题。Subjectivity and multiculturalism have been the main focuses of music education in various countries in recent years.However,in the process of development,the subjectivity and diversity of music education are often caused by differences in policies of music education,allocation of educational resources,or educational methods,and thus multiculturalism cannot achieve a balanced state.Many scholars engaged in educating ethnomusicology have therefore begun to reflect on and criticize the current direction of music education.This article mainly takes the music education in high schools in Taiwan(China)and Java(Indonesia)as examples to explore the problems that arise in the development process of music education today by focusing on four aspects:subjectivity and multiculturalism in music education,the contents and characteristics of music textbooks in high schools in Taiwan(China),the connotations and practices of music textbooks in high schools in Java(Indonesia)and core values of subjectivity and multiculturalism in music education of high schools in these two regions.

关 键 词：教育民族音乐学 音乐主体性 多元文化 音乐教科书 

分 类 号：J60-4[艺术—音乐]