音樂教育與審美教育外文文獻翻譯中英文

1、音樂教育與審美教育外文翻譯中英文 英文Person Oriented Aesthetic Education In The System Of Life-Long Music EducationDyganova, KarkinaAbstractThe purpose of the research is the analysis of tools of aesthetic education. The methodological basis of the study was person oriented approach. Results of the study showed that

2、the introduction the integration of words and music as the means of education on the basis of personal-oriented approach ensures successful operation of this process. On the basis of the received and experimentally confirmed results it was conclude that the implementation of the innovative education

3、al course ?The Art of words in music as a means of student-oriented aesthetic education will enhance the efficiency of this process, and also will allow to organize the work of the higher educational institution as a link unified system of life-long aesthetic education.Keywords: Life-long education,

4、 person-oriented approach, system of aesthetic education, self-educational cultureIntroductionThe object of this paper is the system of life-long aesthetic education, whose structure in the Russian system of education are schools, universities, courses of improvement of qualification of teachers of

5、music.Subject of research is aesthetic education of future teachers-musicians. The purpose of the research is the analysis of tools of aesthetic education, implementation of which will allow considerably increase the efficiency of this process. The methodological basis of the study was person-orient

6、ed approach, to enhance personal functions and development of self-educational culture of the future teacher-musician.Nowadays introduction of new methodological approachesin the education system is a necessary condition for implementing relevant pedagogical principles in the XXI century - humanism,

7、 free self-development and selfactualization of personality, upbringing of a person of culture, which is capable of assuming responsibility for the moral choice on the basis of spiritual ideals. One of the most promising ways of improving the system of education is the introduction of the person-ori

8、ented approach. However, this trend has not received sufficient lighting in science yet. It can be noted in the context of primary school the certain aspects of this approach were studied in the researchesof person-oriented aesthetic education by Aryabkina, Volcegorskaya. At the same time, there is

9、a shortage of learning opportunities for improvement through the implementation of person-oriented approach as individual units, and the entire system of life-long esthetic. The object of this research is the system of life-long education of musician-teacher, whichincludes a number of stages in the

10、Russian Federation: pre-school, general, initial professional, average professional, higher professional, post-graduate education. The subject of research is the aesthetic education of future teachers-musiciansin the University, as one of the important links in the system of lifelong education. The

11、purpose of this research is the study of the means of aesthetic education, implementation of which will greatly improve the efficiency of the process. To conduct the study were the following objectives: to highlight the main indicators of continuous aesthetic education; create training tools to faci

12、litate the effective achievement of the selected indicators. The methodological basis of the study was person-oriented approach, which allows the use of the process of teaching and professional activities to strengthen their personal potential and develop a culture of self-education of the future te

13、acher-musician. The experimental base of the research is represented bythe High school of arts of KFU in Kazan. In the modern reality in the most developed countries of the world as a means of guaranteeing the successful socio-economic progress, proclaimed the principle of continuity in training. Th

14、e essence of continuous education and training,works of scholars such asways and conditions of its development have been substantiatedin theC orrea Dave R., Elliott W., HartiKgcHD., Robins Y., Ruhadze N., Stiemerling P., etc. Analysis of the essential contents of the characteristics of the concept o

15、f life-long education was made by the Soviet scientist Shchedrovitsky P. Among the key problems of the given scientific direction were allocated to the problems of personality development. Scientist noted, the terms ?education? and ?life-long? should be recognized not identical to each other. It mea

16、ns that the implementation of administrative measures, the organization of a unified system of continuous education, representing the articulation of all links: preschool institutions, schools, higher education institutions and the system of postgraduateeducation will not provide a solution of the e

17、ssential tasks of the given scientific problem.The core of continuous education in the context of modern progressive trends Shchedrovitsky allocates the free development of the personality, which requires the elimination of any restrictions for lifelong learning: age, organizational, social. Shchedr

18、ovitsky highlights the main indicators of successful organization of continuous training as allowing everyone ?on the individual problem areas and fields, necessary for the development of its initiatives and the formation of his independent judgment? (Schedrovitskiy, 1993). Thus, initiative and inde

19、pendent judgments trainees can be taken as indicators of efficiency of organization of continuous aesthetic education of the whole system of continuous education, or an individual member. At the same time, the authors of the study founded that for the successful implementation of the pace requiremen

20、ts are fulf川ed, prevents the insufficient development oftheoretical and methodological foundations for implementation in practice of the educational process, personoriented approach to detecting the correlation in the main focus on self-development and self-actualization of personality? (Valeeva, 20

21、13).Modern trends in the development of scientific thought in the field of education can be characterized by the increased interest in the personal-oriented teaching concepts. Theoretical and methodological foundations of personal-oriented approach in Russia developed by such scientists as Alekseev

22、N., Balashov M., Bondarevsraya E., Gusinsky E., Kulnevich S., Lukyanova M., Serikov V., Stepanov E., Turchaninov I., Yakimanskaya I., etc. The essenceof this approach is in the ability of providing the identity of the right to free self-development, not limited by ideological or other principles. Pe

23、rsonal-oriented approach argues ideas of respect for the childs personality, individualization of education, the relations of partnership and cooperation, dialogue. The system of education, based on this approach, does not aim personality formation with desired properties in the form of knowledge an

24、d skills, but to create conditions for full realization of the internal forces of individual development are seen as a value in itself. Personal-oriented education is aimed at activation of personal features, the subjective experience; uses subject-subject dialogic learning. Still introduction of pe

25、rsonal-oriented approach in music pedagogy was not implemented.As an example of implementation of personal-oriented approach in educational process of higher musicalpedagogical education in the Higher school of arts, Kazan (Volga) Federal University (KFU) was developed and introduced experimentally

26、tested an innovative educational course ?The art of word in music? (author is Karkina S.). The content of this course is to integrate the words and music throughout the history of the development of musical art from the Ancient world to the present day, as well as modern research in this field. Leve

27、rage integration words and music as a means of personal-oriented aesthetic education received justification in studies of the twentieth century in the field of musicology and General musical-aesthetic education. The importance of literary and poetic words for the perception of music emphasized the o

28、utstanding scientist in the field of musical and aesthetic education Kabalevsky D. Awareness of music as an important and valuable part of human life is mostly contributes to the discovery and development of its deep internal ties with other arts, among which, in his opinion, cinema and literature s

29、hare the first place, with the closest relations with the phenomena of reality. Kabalevsky D. singled out the role of words in music as an important means of musical and aesthetic education, which helps significantly easier to detect connection of music with specific phenomena real life, and to real

30、ize the importance of music as aesthetic value. The music has repeatedly been put verses of Russian poets ofLermontov M. (?Clouds? Dargomyzhsky A., Cui Z., Petrov A., Rimsky-Korsakov N., Rubinstein A., and others), Tolstoy A. (?Dont believe me, friend? composers Rakhmaninov S., Rimsky-Korsakov N., T

31、chaikovsky P.). Frequency of references to the works of Russian composers of a poet, one should highlight the poetry of Pushkin A. The text of the poem ?Arion? was written music composers such as Balakirev M., Borodin A., Glinka M., Dargomyzhsky A., Prokofiev S., Rachmaninov S., Rimsky-Korsakov N.,

32、Sviridov G ., Tchaikovsky P. Not less popular in the chamber-vocal genre was the poem ?On the hills of Georgia?, which found a musical embodiment in the work of Gabicvadze R., Zherbin M., Korepanov A., Petrov A., Taktakishvili O., Hotinov V ., Yudakov S. and other. Study of music through the prism o

33、f integration with literary-poetic word represents the broadest field of implementation of creative imagination of the composer, the listener, the criticism. At the Higher school of arts future musicians-teachers have the opportunity the study the aspects of integration of words and in practice, the

34、 study of such subjects as ?The Art of words in music?, ?The Class of solo singing?, ?Choral class? ?Class of choral conducting? ?Class in accompaniment? ?Class of the main musical instrument? and other. The introduction of new training tools integration words and music was performed in the process

35、of developing demand in the musical-pedagogical selfeducation, enhanced internal forces of individual development of students within thediscipline of the art word in music. The concept of ?self-education? is understood by the authors of the article as ?systematic, purposeful learning activity subjec

36、t on the basis of the formed motives and voluntary motives, which promotes the development of personal qualities, carried out in educational and free time? (Dyganova, 2011). For the system organization of self-education for future teachers-musicians was used e-course ?The Art of words in music? impl

37、emented in the system MOODLE (Modular Object-Oriented Dinamic Learning Environment).During the lessons on the course of the art word in music students were offered jobs to perform the aim of which was to study the interpretation of the poetic text by the contractor when creating an artistic image of

38、 a piece of music. Student Anastasia Ch. fulfilled the proposed job on the example of the comparative analysis of the two performing interpretations romance Glinka M. on the poems by Pushkin A. ?I remember a wonderful moment?in the records of Arkhipova I. and Bilan D. She noted that these interpreta

39、tions are contrasting each other in terms of the artistic conception of the performers.In the course of comparison of the same phrases poetic text, which performers sing in different ways, the student has identified different shades of the main artistic image in each of interpretations. For example,

40、 Anastasia Ch. generalized image of the lyrical hero. In the performance of Bilan D. this young dreamy young man, a little giddy. In the interpretation of the Arkhipova I. created the image of an adult man, possessing a rich inner world, with a serious and responsible attitude to everything. Accordi

41、ng to the remark of students Bilan D. focuses in the first sentence the word ?me? and not ?you?, giving the listener the impression that the hero, not the female image is the object of his adoration. Allocation of Arkhipova I. words ? pure beauty? shows that the hero sees not only external but also

42、internal beauty of the heroine.The results of the analysis show that in the process of work, organized with the assistance of personal-oriented approach were intensified subjective experience and personal function of criticism, collisions, genre, providing the level of spirituality of life. The stud

43、ent was taken the initiative in choosing romance for detailed study and expressed their independent judgement, showing the depth of understanding of the subject. Based on the principles of correct organization of life-long learning allocated by Shchedrovitsky, (1993) it should be noted that the init

44、iative and the formulation of independent judgments are desired performance.ConclusionThus, we can conclude that in the process of the research the objectives were achieved. Among the main indicators of successful organization of life-long education and aesthetic education highlighted the principles

45、 of the initiative and the formulation of independent judgment in the problem area and field of activity. As an effective means of education developed electronic course aimed at self study of integration of words and music in musical works. The research results proved that the introduction of these

46、means of education on the basis of person-oriented approach, provides realization of subject-subject relations of participants of educational process and use dialog forms in the educational process, contributes to enhancing the subjective experience and personal functions. On the basis of the receiv

47、ed and experimentally confirmed results we can conclude that the implementation of the innovative educational course ?The Art of words in music as a means of student-oriented aesthetic education will enhance the efficiency of this process, and also will allow to organize the work of the higher educa

48、tional institution as a link unified system of life-long aesthetic中文終身音樂教育體系中的人本審美教育摘要研究的目的是分析審美教育的工具。該研究的方法基礎(chǔ)是面向人的方法。研究結(jié)果表明，在以人為本的基礎(chǔ)上引入詞和音樂的融合作 為教育手段，可以確保這一過程的成功進行。根據(jù)收到的和實驗證實的結(jié)果，得出的結(jié)論是，實施創(chuàng)新的教育課程”音樂中的文字藝術(shù)作 為面向?qū)W生的審美教育手段，將提高這一過程的效率，作為終身美育10 的聯(lián)系統(tǒng)一體系。關(guān)鍵字：終身教育，以人為本的方法，美育體系，自我教育文化 引言本文的目的是建立終身審美教育體系，具在俄羅斯

49、教育體系中的 結(jié)構(gòu)為學(xué)校，大學(xué)，音樂教師資格的提高課程。研究的主題是未來教 師音樂人的審美教育。研究的目的是分析美育的工具，實施這些工具 將大大提高這一過程的效率。這項研究的方法學(xué)基礎(chǔ)是以人為本， 以 增強個人功能和發(fā)展未來教師音樂人的自我教育文化。如今，在教育體系中引入新的方法是在二十一世紀實施相關(guān)教學(xué) 原則的必要條件，這些原則包括：人本主義，人格的自由自我發(fā)展和 自我實現(xiàn)，文化人的養(yǎng)育，能夠承擔(dān)起教育的責(zé)任。在精神理想的基 礎(chǔ)上進行道德選擇。改善教育體系最有希望的方法之一是引入以人為 本的方法。但是，這種趨勢尚未在科學(xué)上得到足夠的應(yīng)用?？梢宰⒁?到，在小學(xué)的背景下，Volcegorskay

50、a的Aryabkina在以人為本的審美 教育研究中研究了這種方法的某些方面。 同時，通過以個人為單位實 施以人為本的方法以及整個終身美學(xué)體系， 學(xué)習(xí)機會得到了改善。這 項研究的目的是對音樂家-老師進行終身教育，其中包括俄羅斯聯(lián)邦 的多個階段：學(xué)前教育，普通教育，初級專業(yè)，中等專業(yè)，高級專業(yè)， 研究生教育。研究主題是大學(xué)未來師生的審美教育， 是終身教育體系 中的重要環(huán)節(jié)之一。本研究的目的是研究美育的方法， 將其實施將大 大提高過程的效率。進行這項研究的目的是：突出繼續(xù)美育的主要指 標(biāo)；創(chuàng)建培訓(xùn)工具以促進有效實現(xiàn)所選指標(biāo)。 這項研究的方法學(xué)基礎(chǔ)是以人為本的方法，它允許利用教學(xué)和專業(yè)活動的過程來增強

51、他們的 個人潛能，并發(fā)展未來教師音樂人的自我教育文化。這項研究的實驗基礎(chǔ)是由喀山KFU美術(shù)高中代表的。在現(xiàn)代現(xiàn)實世界中，世界上最 發(fā)達國家將其作為保證成功的社會經(jīng)濟進步的一種手段，宣布了培訓(xùn)連續(xù)性原則。諸如 orrea Dave R., Elliott W. , Hartung H., Kidd D., Robins Y., Ruhadze N., Stiemerling等學(xué)者的著作證實了持續(xù)教育和 培訓(xùn)的實質(zhì)，發(fā)展方式和條件。蘇聯(lián)科學(xué)家 Shchedrovitsky P對終身 教育概念的特征的基本內(nèi)容進行了分析。在給定科學(xué)方向的關(guān)鍵問題中，有人將問題分配給人格發(fā)展問題?？茖W(xué)家指出，“教育”和

52、“終身”這兩個術(shù)語應(yīng)被理解為彼此不同。這意味著執(zhí)行行政措施，組織 統(tǒng)一的繼續(xù)教育系統(tǒng)，代表所有環(huán)節(jié)的銜接：學(xué)前教育機構(gòu)，學(xué)校， 高等教育機構(gòu)和研究生教育系統(tǒng)將無法提供解決方案的基本任務(wù)給 定的科學(xué)問題。在現(xiàn)代進步趨勢的背景下，繼續(xù)教育的核心是謝赫德羅維茨基分 配人格的自由發(fā)展，這要求消除終身學(xué)習(xí)的任何限制：年齡，組織， 社會。Shchedrovitsky強調(diào)了成功組織持續(xù)培訓(xùn)的主要指標(biāo)，因為它使每個人“都能在各個問題領(lǐng)域和領(lǐng)域，這是制定其倡議和形成他的 獨立判斷所必需的 (Schedrovitskiy, 1993年)。因此，可以將主動 和獨立判斷的受訓(xùn)者作為整個繼續(xù)教育系統(tǒng)或個人的組織持續(xù)審美

53、 教育組織效率的指標(biāo)。同時，該研究的作者發(fā)現(xiàn)，要滿足對步伐要求 的成功實施，應(yīng)防止在教育過程的實踐中實施的理論和方法學(xué)基礎(chǔ)的 發(fā)展不足，以人為本的方法主要檢測相關(guān)性。 專注于個性的自我發(fā)展12 和自我實現(xiàn)？（Valeeva, 2013年）。教育領(lǐng)域科學(xué)思想發(fā)展的現(xiàn)代趨勢可以以個人為導(dǎo)向的教學(xué)概 念的興趣增加為特征。俄羅斯的以個人為導(dǎo)向的理論和方法論基礎(chǔ)由 Alekseev N., Balashov M., Bondarevsraya E. Gusinsky E., Kulnevich S., Lukyanova M., Serikov V., Stepanov E. Turchaninov I

54、 等科學(xué)家 開發(fā)例如，Yakimanskaya I.等。這種方法的本質(zhì)在于能夠提供自由自 我發(fā)展權(quán)的身份，而不受意識形態(tài)或其他原則的限制。以人為本的方法主張尊重兒童個性，教育個性化，伙伴關(guān)系與合作關(guān)系，對話的思 想。基于這種方法的教育體系，其目標(biāo)不是以知識和技能形式具有理 想特性的人格形成，而是創(chuàng)造條件以充分實現(xiàn)個人發(fā)展的內(nèi)在力量本 身就是一種價值。以人為本的教育旨在激發(fā)人的個性，主觀體驗；使 用主題-主題對話學(xué)習(xí)。音樂教學(xué)法中仍然沒有引入以人為本的方法?？ι剑ǚ鼱柤樱┞?lián)邦大學(xué)（KFU）是高等藝術(shù)學(xué)校在高等音樂教 育學(xué)教育過程中實施以人為本的方法的一個實例，并通過實驗測試了創(chuàng)新的教育課程“音樂中的詞的藝術(shù)”（作者是Karkina S.）。本課