为未来而教——音乐师范生核心素养评价指标体系的构建与应用  

Teaching for the Future:Construction and Application of an Evaluation Indicator System for Core Competences of Music Education Majors

作　　者：谢晨露 桑国元[1] Xie Chenlu;Sang Guoyuan

机构地区：[1]北京师范大学教育学部

出　　处：《中国音乐》2025年第2期195-208,共14页Chinese Music

基　　金：全国教育科学规划2023年度国家一般课题《美育目标引导下的我国音乐师范教育人才培养策略研究》(课题编号:BLA230246)的阶段成果。

摘　　要：在全球教育改革瞄准学生核心素养培育的时代背景下,音乐师范生亦需具备胜任未来工作需求和应对未来挑战的核心素养。本研究采用质性与量化相结合的混合研究方式,旨在深入探究音乐师范生核心素养构成指标。结果表明,音乐师范生核心素养水平在性别、年级、学校类型、教育实习经历和教师资格证获取情况五个方面,存在不同程度的显著性差异。总体而言,音乐师范生核心素养评价指标体系不仅可以提升音乐教师教育专业的教学质量和人才培养质量,还可以服务“五育并举”的教育发展战略、推动课程改革、强化师资队伍建设以及推动音乐教师教育学科发展。In the context of the global educational reform geared towards fostering key competencies in students,it is essential for pre-service music teachers to acquire the key competencies that enable professional excellence and resilience in addressing imminent challenges.To identify the indicators measuring the Key Competencies of Pre-service Music Teachers,this study follows a mixed-methods research approach,integrating qualitative and quantitative approaches.The findings reveal statistically significant variations in pre-service music teachers'key competencies levels across five dimensions:gender,academic year,institutional type,teaching practicum experience,and certification status.The proposed evaluation indicator system for pre-service music teachers'key competencies demonstrates multifaceted value:it not only improves instructional quality and talent development in music teacher education programs,but also supports the implementation of the Five-education Holistic Development Strategy,facilitates curriculum reform,strengthens faculty team building,and promotes disciplinary advancement in music teacher education.

关 键 词：音乐师范生 核心素养 评价指标体系 混合研究方法 

分 类 号：J60-059[艺术—音乐]