Reconstruction of preschool teachers’ music teaching conceptions from the perspective of aesthetic music education philosophy
审美音乐教育哲学视角下幼儿教师音乐教学观念的重构

摘要

当前幼儿音乐教育普遍存在重技能轻体验的倾向，幼儿教师的音乐教学观念亟待反思与重构。本文以审美音乐教育哲学为理论视角，剖析了幼儿教师在教学目标、内容选择与教学方法上偏离审美本质的现实表现，阐明了审美体验、审美能力与审美回应在幼儿音乐教育中的核心价值，并提出了从技能达成走向审美体验、从单一曲目走向多元审美、从被动模仿走向主动体验的重构路径。研究认为，幼儿音乐教育的本质是审美教育，教师教学观念的转变是其回归育人本真的关键。

Abstract

Currently, preschool music education generally exhibits a tendency to emphasize skills over experience, calling for reflection and reconstruction of preschool teachers’ music teaching conceptions. Taking aesthetic music education philosophy as the theoretical perspective, this paper analyzes the practical manifestations of preschool teachers' deviations from the aesthetic essence in teaching objectives, content selection, and teaching methods. It clarifies the core values of aesthetic experience, aesthetic ability, and aesthetic response in preschool music education, and proposes reconstruction paths from skill achievement to aesthetic experience, from single repertoire to diverse aesthetics, and from passive imitation to active engagement. The study holds that the essence of preschool music education is aesthetic education, and the transformation of teachers’ teaching conceptions is the key to returning education to its authentic humanistic value.