建国以来我国普通学校音乐教育目标发展分析-analysis of the development of music education goal in ordinary schools in china since the founding of the peoples republic of china.docxVIP

优秀毕业论文 精品参考文献资料 目 录  HYPERLINK \l _bookmark0 绪 论···········································································································5  HYPERLINK \l _bookmark1 第一章 音乐教育目标概述 ··············································································8  HYPERLINK \l _bookmark2 一、 音乐教育目标概念与内涵···································································8  HYPERLINK \l _bookmark3 二、 音乐教育目标的意义与作用································································8  HYPERLINK \l _bookmark4 三、 音乐教育目标的层次结构···································································9  HYPERLINK \l _bookmark5 四、 制定音乐教育目标的基本依据··························································· 10  HYPERLINK \l _bookmark6 第二章 新中国音乐教育目标的发展历程 ·························································· 11  HYPERLINK \l _bookmark7 一、 建国初建设阶段的初中音乐教育目标···················································· 11  HYPERLINK \l _bookmark8 二、 文革期间挫折阶段的初中音乐教育目标················································· 13  HYPERLINK \l _bookmark9 三、 改革开放后恢复阶段的初中音乐教育目标·············································· 13  HYPERLINK \l _bookmark10 四、 当前相对成熟阶段的初中音乐教育目标················································· 17  HYPERLINK \l _bookmark11 小 结 ································································································· 19  HYPERLINK \l _bookmark12 第三章 综析国外音乐教育目标概况 ································································ 21  HYPERLINK \l _bookmark13 一、匈牙利具代表性的柯达依教学目标体系 ·················································· 21  HYPERLINK \l _bookmark14 二、 德国具代表性的奥尔夫教学体系目标 ················································· 23  HYPERLINK \l _bookmark15 三、 美国音乐教学大纲及教育目标体系 ···················································· 23  HYPERLINK \l _bookmark16 四、三者与我国音乐教育目标之间的比较研究 ··············································· 25  HYPERLINK \l _bookmark17 小 结················································