音乐教育与审美教育外文文献翻译中英文

1、音乐教育与审美教育外文翻译中英文 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中文终身音乐教育体系中的人本审美教育摘要研究的目的是分析审美教育的工具。该研究的方法基础是面向人的方法。研究结果表明，在以人为本的基础上引入词和音乐的融合作 为教育手段，可以确保这一过程的成功进行。根据收到的和实验证实的结果，得出的结论是，实施创新的教育课程”音乐中的文字艺术作 为面向学生的审美教育手段，将提高这一过程的效率，作为终身美育10 的联系统一体系。关键字：终身教育，以人为本的方法，美育体系，自我教育文化 引言本文的目的是建立终身审美教育体系，具在俄罗斯

49、教育体系中的 结构为学校，大学，音乐教师资格的提高课程。研究的主题是未来教 师音乐人的审美教育。研究的目的是分析美育的工具，实施这些工具 将大大提高这一过程的效率。这项研究的方法学基础是以人为本， 以 增强个人功能和发展未来教师音乐人的自我教育文化。如今，在教育体系中引入新的方法是在二十一世纪实施相关教学 原则的必要条件，这些原则包括：人本主义，人格的自由自我发展和 自我实现，文化人的养育，能够承担起教育的责任。在精神理想的基 础上进行道德选择。改善教育体系最有希望的方法之一是引入以人为 本的方法。但是，这种趋势尚未在科学上得到足够的应用。可以注意 到，在小学的背景下，Volcegorskay

50、a的Aryabkina在以人为本的审美 教育研究中研究了这种方法的某些方面。 同时，通过以个人为单位实 施以人为本的方法以及整个终身美学体系， 学习机会得到了改善。这 项研究的目的是对音乐家-老师进行终身教育，其中包括俄罗斯联邦 的多个阶段：学前教育，普通教育，初级专业，中等专业，高级专业， 研究生教育。研究主题是大学未来师生的审美教育， 是终身教育体系 中的重要环节之一。本研究的目的是研究美育的方法， 将其实施将大 大提高过程的效率。进行这项研究的目的是：突出继续美育的主要指 标；创建培训工具以促进有效实现所选指标。 这项研究的方法学基础是以人为本的方法，它允许利用教学和专业活动的过程来增强

51、他们的 个人潜能，并发展未来教师音乐人的自我教育文化。这项研究的实验基础是由喀山KFU美术高中代表的。在现代现实世界中，世界上最 发达国家将其作为保证成功的社会经济进步的一种手段，宣布了培训连续性原则。诸如 orrea Dave R., Elliott W. , Hartung H., Kidd D., Robins Y., Ruhadze N., Stiemerling等学者的著作证实了持续教育和 培训的实质，发展方式和条件。苏联科学家 Shchedrovitsky P对终身 教育概念的特征的基本内容进行了分析。在给定科学方向的关键问题中，有人将问题分配给人格发展问题。科学家指出，“教育”和

52、“终身”这两个术语应被理解为彼此不同。这意味着执行行政措施，组织 统一的继续教育系统，代表所有环节的衔接：学前教育机构，学校， 高等教育机构和研究生教育系统将无法提供解决方案的基本任务给 定的科学问题。在现代进步趋势的背景下，继续教育的核心是谢赫德罗维茨基分 配人格的自由发展，这要求消除终身学习的任何限制：年龄，组织， 社会。Shchedrovitsky强调了成功组织持续培训的主要指标，因为它使每个人“都能在各个问题领域和领域，这是制定其倡议和形成他的 独立判断所必需的 (Schedrovitskiy, 1993年)。因此，可以将主动 和独立判断的受训者作为整个继续教育系统或个人的组织持续审美

53、 教育组织效率的指标。同时，该研究的作者发现，要满足对步伐要求 的成功实施，应防止在教育过程的实践中实施的理论和方法学基础的 发展不足，以人为本的方法主要检测相关性。 专注于个性的自我发展12 和自我实现？（Valeeva, 2013年）。教育领域科学思想发展的现代趋势可以以个人为导向的教学概 念的兴趣增加为特征。俄罗斯的以个人为导向的理论和方法论基础由 Alekseev N., Balashov M., Bondarevsraya E. Gusinsky E., Kulnevich S., Lukyanova M., Serikov V., Stepanov E. Turchaninov I

54、 等科学家 开发例如，Yakimanskaya I.等。这种方法的本质在于能够提供自由自 我发展权的身份，而不受意识形态或其他原则的限制。以人为本的方法主张尊重儿童个性，教育个性化，伙伴关系与合作关系，对话的思 想。基于这种方法的教育体系，其目标不是以知识和技能形式具有理 想特性的人格形成，而是创造条件以充分实现个人发展的内在力量本 身就是一种价值。以人为本的教育旨在激发人的个性，主观体验；使 用主题-主题对话学习。音乐教学法中仍然没有引入以人为本的方法。喀山（伏尔加）联邦大学（KFU）是高等艺术学校在高等音乐教 育学教育过程中实施以人为本的方法的一个实例，并通过实验测试了创新的教育课程“音乐中的词的艺术”（作者是Karkina S.）。本课