高级搜索

留言板

尊敬的读者、作者、审稿人, 关于本刊的投稿、审稿、编辑和出版的任何问题, 您可以本页添加留言。我们将尽快给您答复。谢谢您的支持!

义务教育阶段音乐学科核心素养评价——基于德尔菲法的赋权研究

, 

上一篇

下一篇

文玲, 丁攀. 义务教育阶段音乐学科核心素养评价——基于德尔菲法的赋权研究[J]. 教师教育学报.
引用本文: 文玲, 丁攀. 义务教育阶段音乐学科核心素养评价——基于德尔菲法的赋权研究[J]. 教师教育学报.
shu
WEN Ling, DING Pan. Evaluationof Core Competenciesin Music Discipline during Compulsory Education Stage-Research on Weighting Basedon Delphi Method[J]. Journal of Teacher Education.
Citation: WEN Ling, DING Pan. Evaluationof Core Competenciesin Music Discipline during Compulsory Education Stage-Research on Weighting Basedon Delphi Method[J]. Journal of Teacher Education.
shu

义务教育阶段音乐学科核心素养评价——基于德尔菲法的赋权研究

  • 1. 海南师范大学海上丝绸之路研究基地, 海南 海口 571158;

  • 2. 海口市五源河学校, 海南 海口 570312;

  • 3. 中国(海南) 改革发展研究院, 海南 海口 570100

详细信息
    作者简介:

    文玲,教育学硕士,海南师范大学海上丝绸之路研究基地研究员,海口市五源河学校教师;丁攀,经济学博士,中国(海南)改革发展研究院高级经济师。

  • 中图分类号: G420

Evaluationof Core Competenciesin Music Discipline during Compulsory Education Stage-Research on Weighting Basedon Delphi Method

  • 1. Maritime Silk Road Research Base, Hainan Normal University, Haikou 571158, China;

  • 2. Wuyuanhe School, Haikou 570312, China;

  • 3. China Institutefor Reformand Development, Haikou 570100, China

  • 摘要: 教育评价事关教育发展大计,由知识评价转向核心素养评价是当今教育评价改革的攻坚之举。2022年版新课标实施以来,如何综合和科学地评价义务教育阶段音乐学科核心素养一直是素质教育评价实践中的热点和难点。研究通过文献分析、专家访谈等方式确定义务教育阶段音乐学科核心素养评价指标框架,并量化评估了义务教育阶段音乐学科核心素养四大维度——审美感知、艺术表现、创意实践、文化理解——下12个准则层和34个子准则层指标的重要性水平,既为提升义务教育阶段学生音乐学科核心明确了具体方向,为音乐教师落实核心素养培育提供了路径指导,也为更好地推动音乐课程教改提供了有益参考。
    Abstract: Educational evaluation is crucial to the development of education, and shifting from knowledge evaluation to core competency evaluation is a crucial step in today's educational evaluation reform. Since the implementation of the 2022 version of the new curriculum standards, how to comprehensively and scientifically evaluate the core competencies of music subjects in compulsory education has always been a hot and difficult topic in the practice of quality education evaluation. The study determined the indicator framework for evaluating the core competencies of music subjects in compulsory education through literature analysis, expert interviews, and other methods. The Delphi method was used to quantify the importance levels of the four dimensions of core competencies in music subjects in compulsory education-aesthetic perception, artistic expression, creative practice, and cultural understanding-in the 12 criteria layers and 34 sub criteria layers. This not only clarifies the specific direction for improving the core competencies of music subjects in compulsory education students, but also provides path guidance for music teachers to implement core competency cultivation, and provides useful value references for better promoting music curriculum reform.
  • 加载中
  • [1] 蒯卫华.义务教育阶段音乐学科核心素养的跨学科评价研究[J].中国音乐,2024(3):57-66.
    [2] STUMPF C. Die wiedergeburt der Philosophie[M]. Berlin:Kessinger Legacy Reprints,1907.
    [3] SEASHORE C E. The psychology of musical talent[M]. New York:Silver,Burdettand Company,1919.
    [4] KWALWASSERJ,DYKEMA P W. KD music tests:manual of directions[M]. New York:C. Fischer,Incorporated, 1930.
    [5] DRAKE R M. Manual for the Drake musical aptitude tests[M]. 2nd. Chicago:Science Research Associates,1957.
    [6] WING H D. Standardized tests of musical intelligence[M]. Windsor:NFER-Nelson Publishing Company,1970.
    [7] 刘源,刘红云.音乐能力测验:结构拓展与分析方式的转换[J].心理科学进展,2012(8):1322-1328.
    [8] 陈培刚.普通中小学音乐学业评价研究回顾与展望[J].人民音乐,2022(1):52-55.
    [9] 冯巍巍.音乐核心素养的特征与培养[J].课程·教材·教法,2016(12):9-13.
    [10] 吴秉旭,马云鹏.义务教育音乐核心素养的内涵及构成要素[J].音乐与表演,2021(2):175-179.
    [11] FARNSWORTH P R. Tests of musical ability and appreciation:an investigation into the measurement,distribution,and development of musical capacity[EB/OL].[2024-03-24] https://www.researchgate.net/publication/247414237_Tests_of_Musical_Ability_and_Appreciation_An_Investigation_into_the_Measurement_Distribution_and_Development_of_Musical_Capacity.
    [12] HARGREAVES D J. The developmental psychology of music[M]. London:Press Syndicate ofthe University of Cambridge,1986.
    [13] SHUTER-DYSON R, GABRIEL C. The psychology of musical ability[M].2nd. San Diago, London:Academic Press,1999.
    [14] KIRNARSKAYA D, WINNER E. Musical ability in a new key:exploring the expressive ear for music[J]. Psychomusicology:AJournalofResearch in Music Cognition, 1997,16(1-2):2-16.
    [15] GEORGE D,STICKLE K,RACHID F,etal. The association between types of music enjoyed and cognitive,behavioral,and personality factors of those who listen[J]. Psycho-musicology:AJournal of Research in Music Cognition,2007,19(2):32-56.
    [16] NORTH A C,HARGREAVES DJ. Lifestyle correlates of musical preference:Relationships, living arrangements, beliefs,and crime[J]. Psychology of Music,2007,35(1):58-87.
    [17] 中华人民共和国教育部.义务教育音乐课程标准(2011年版)[M].北京:北京师范大学,2012.
    [18] HALLAM S. 21st century conceptions of musical ability[J]. Psychology of Music,2010,38(3):308-330.
    [19] FORGEARD M, WINNER E,NORTON A,etal. Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning[EB/OL].(2008-10-29))[2024-03-24] .https://doi.org/10.1371/journal.pone. 0003566
    [20] 江珍.我国竞技健美操运动员艺术表现力评价指标体系的构建[D].武汉:武汉体育学院,2018.
    [21] 操亦恒.优秀青少年拉丁舞选手竞技表现力指标体系的构建[D].武汉:华中师范大学,2019.
    [22] FORRESTER M A. Emerging musicality during the preschool years:acase study of one child[J]. Psychology of Music,2010,38(2):131-158.
    [23] GUSTAVSON D E,FRIEDMAN N P,STALLINGS M C,et al. Musical instrument engagement in adolescence predicts verbal ability 4 years later:atwin and adoption study[J]. Developmental Psychology, 2021, 57(11):1943-1957.
    [24] GORDON R L,FEHD H M, MCCANDLISS B D. Does music training enhance literacy skills?A meta-analysis[J]. Frontiers in Psychology,2015,6:543-565.
    [25] 陈琪欢.关于"5-6岁幼儿创造性思维发展"音乐手段介入的实证研究[D].武汉:武汉音乐学院,2020.
    [26] 朱玉江.中国传统音乐教育话语的文化哲学省思[J].音乐研究,2020(5):86-94.
    [27] FORRAI K. The influence of music on the development of young children:music research with children between 6 and 40 months[J]. Early Childhood Connections,1997,3(1):14-18.
    [28] SUTHERS L. Toddler diary:Astudy of development and learning through music in thesecond year of life[J]. Early Child Development and Care,2001,171(1):21-32.
    [29] MCCUSKER J. Emerging musical literacy:investigating young children's music cognition and musical problem-solving through invented notations[J]. Dissertation AbstractsInternational,2001,62(2):504-525.
    [30] GEOGHEGAN N, MCCAFFREY J M. The impact of music education on children's overall development:towards a proactive advocacy[C]. Melbourne:Australian Association for Research in Music Education,2004:163-176.
    [31] 庄钟春晓.基于学科核心素养的中小学音乐学业测评指标体系研究[J].课程·教材·教法,2021(5):130-136.
  • 加载中
计量
  • 文章访问数:  38
  • HTML全文浏览数:  38
  • PDF下载数:  5
  • 施引文献:  0
出版历程

义务教育阶段音乐学科核心素养评价——基于德尔菲法的赋权研究

    作者简介: 文玲,教育学硕士,海南师范大学海上丝绸之路研究基地研究员,海口市五源河学校教师;丁攀,经济学博士,中国(海南)改革发展研究院高级经济师。
  • 1. 海南师范大学海上丝绸之路研究基地, 海南 海口 571158;
  • 2. 海口市五源河学校, 海南 海口 570312;
  • 3. 中国(海南) 改革发展研究院, 海南 海口 570100
  • 网络出版日期:  2025-03-21
基金项目: 

摘要: 教育评价事关教育发展大计,由知识评价转向核心素养评价是当今教育评价改革的攻坚之举。2022年版新课标实施以来,如何综合和科学地评价义务教育阶段音乐学科核心素养一直是素质教育评价实践中的热点和难点。研究通过文献分析、专家访谈等方式确定义务教育阶段音乐学科核心素养评价指标框架,并量化评估了义务教育阶段音乐学科核心素养四大维度——审美感知、艺术表现、创意实践、文化理解——下12个准则层和34个子准则层指标的重要性水平,既为提升义务教育阶段学生音乐学科核心明确了具体方向,为音乐教师落实核心素养培育提供了路径指导,也为更好地推动音乐课程教改提供了有益参考。

English Abstract

    全文HTML

参考文献 (31)

目录

网站版权所有 © 《教师教育学报》编辑部

地址：重庆市北碚区西南大学期刊社 电话：023-68254478, 68253439 电子邮箱：jsjyxb2@swu.edu.cn

本系统由北京仁和汇智信息技术有限公司开发

/

返回文章
返回