【作者】 刘畅；

【导师】 尹爱青；

【作者基本信息】 东北师范大学 ， 音乐与舞蹈学， 2018， 博士

【摘要】 美育的落实离不开学校、社会、家庭三者之间的协同作用。2015年,国务院办公厅发布了《关于全面加强和改进学校美育工作的意见》指出“应构建学校美育和社会家庭美育的协同机制”。乐器学习是音乐教育的重要组成部分,是美育落实的主要途径。通过乐器学习,儿童在音乐实践中得到全面的发展,从音乐的感知到音乐的表现,儿童在乐器学习中不仅在知识技能上获得成就,更在智力与非智力因素等方面得到发展与促进。然而,儿童的乐器学习离不开家长的助力与参与。家庭是儿童学习和发展的微观系统,家长的参与是儿童乐器学习的重要组成部分。基于此,本研究立足于社会音乐教育与家庭音乐教育领域,从家长参与的视角,探究儿童乐器学习的现状以及家长参与的作用和价值,进而促进儿童乐器学习和个体的发展。本研究的创新在于以家长参与为切入点,首次将家长参与理论运用到我国音乐教育研究中。在研究方法上突破单一的数据分析,以量化研究、质性研究相结合的混合方法,通过厘清儿童乐器学习之家长参与的特征、价值,分析儿童乐器学习之家长参与行为与参与方式的现状,探究影响家长参与的核心因素,为儿童乐器学习之家长参与策略提供可行性的建议。研究主要分为四个部分,第一部分是理论研究(本体研究):在整理分析儿童乐器学习和家长参与相关文献和理论的基础上,探讨其特征及内涵;第二部分是量化研究(实然研究):把握儿童乐器学习和家长参与的现状、共性与个性特征,分析家长参与行为、参与方式与儿童乐器学习动机与成就之间的关系;第三部分是质性研究(影响研究):通过对乐器学习三个主体的深入访谈,分析影响家长参与的核心因素;第四部分是综合讨论与分析(应然研究):结合量化研究与质性研究结果,探讨家长参与儿童乐器学习的价值,为儿童乐器学习家长参与策略提出促动建议。在本体研究部分,通过对国内外乐器学习、家长参与相关文献的梳理与分析,选择理论基础,构建研究框架,理清本研究的关键变量。从概念与特征两个方面对儿童乐器学习动机、行为、成就,家长参与行为和方式进行概念化界定与特征描述。在实然研究部分,基于理论研究中对关键变量的操作化定义制定调查问卷,对487名7-12岁正在进行乐器学习的儿童进行调查研究,在研究样本数量上属国际同类研究的大样本研究,运用SPSS 23.0,AMOS 24.0软件进行数据整理与分析,在检验工具信效度的基础上,以大样本量的国际研究优势分析儿童乐器学习动机、行为、成就的现状以及家长参与行为和参与方式的现状。通过差异分析比较群体间、个体间的差异。最终运用结构方程分析家长参与对儿童乐器学习的影响。在影响研究部分,通过对乐器学习中家长(18人)、教师(5人)、儿童(18人)三个主体的深入访谈,厘清影响家长参与的自身因素、教师促动因素以及儿童反馈因素。在应然研究方面,基于量化分析与质性研究的综合讨论,明确乐器学习之家长参与的价值,提出促动家长参与的策略建议。通过上述研究,得出以下主要研究结果:结果一:基于理论分析与文献梳理,综合国内外相关理论,选取儿童乐器学习动机、行为、成就与家长参与行为、参与方式为本研究的核心变量。通过质性研究与文献分析,形成儿童乐器学习之家长参与研究核心变量的概念化定义和特征描述。结果二:调查研究中,通过描述统计和单样本检验的结果分析得出,在儿童乐器学习方面呈现出普遍动机水平较高,练琴行为适当,认知成就较好的现状。在家长参与方面呈现出家长参与行为呈现积极态势,参与方式情感温暖为主的特征。通过独立样本t检验和方差分析的差异分析结果发现,儿童乐器学习动机、行为和成就呈现出多方面的显著差异。而家长行为单一,方式固化的参与策略无法满足儿童个体发展的多样需求。通过建立结构方程模型,分析家长参与行为、参与方式对儿童学习动机和成就的影响得出,儿童乐器学习动机是家长参与行为、方式与儿童乐器学习成就之间的中介变量,家长参与行为能够促进激发内部动机、抑制外部动机对儿童乐器学习成就产生积极影响。结果三:影响儿童乐器学习之家长参与的核心因素来源于乐器学习的三个主体即家长、教师、儿童。其中家长自身因素是影响家长参与的内部因素,家长对儿童乐器学习的期待、对乐器学习价值的认识、对儿童心理发展的认知、以及父母效能感等方面都影响其参与方式和参与行为。教师的促动作用是影响家长参与的外部因素,对家长观念的指引、行为的促动是影响家长参与的外力效应。儿童的情感、认知、行为三方面的反馈对家长的参与产生了交互作用。结果四:构建儿童乐器学习的动态微观系统为促进儿童乐器学习和个体发展提供可行的建议。家长、教师、儿童应在儿童乐器学习的观念上协调统一,以儿童发展为根本,以音乐育人为途径;在乐器学习的过程中动态调节,以平等沟通为前提,积极应对变化中问题,保持系统稳定和平衡的运作;在乐器学习的结果上实现合力效应,发挥家长、教师、儿童的交互影响和作用。本研究在儿童乐器学习中家长参与研究领域的贡献在于:1.在理论上梳理了家长参与儿童乐器学习的关键变量与概念特征;2.分析了我国儿童乐器学习与家长参与现状与个体差异,探究了家长参与对儿童乐器学习动机和成就的影响;3.从乐器学习微观系统的三个主体层面,分析了影响家长参与的核心因素;4.探究儿童乐器学习动态微观系统的应然状态,并给出促动家长参与的切实建议。更多还原

【Abstract】 Aesthetic education cannot be well implemented without the synergy among schools,society and families.In 2015,the General Office of the State Council issued the Opinions on Comprehensively Strengthening and Improving School Aesthetic Education,stating that a synergistic mechanism for school aesthetic education and social family aesthetic education should be constructed.Musical instrument learning is not only an important role in music education but also the main way for the implementation of aesthetic education.Through which,children can be fully developed in music practice.From the perception of music to the expression of music,children can gain achievements in knowledge and skills in the study of musical instruments as well as get promoted intellectually and non-intellectually in many aspects.Similarly,children’s musical instrument learning is inseparable from the help and participation of parents.Based on the field of social music education and family music education,this study explores the current situation of children’s musical instrument learning and the value of parental participation from the perspective of parental involvement,aiming to promote children’s musical instrument learning and individual development.This study takes parents’ participation as the entry point and discusses with the mixed research methods combining quantitative research and qualitative research.Focusing on children’s musical instrument learning,it clarifies the characteristics and values of parental involvement in it,analyzes the current situation of parental participation in it,explores the multiple factors affecting parental involvement,and provides feasible suggestions for parental participation strategies for it.The four parts of this study are as follows:(1)Theoretical research(ontology research): to explore the characteristics and connotation of children’s musical instrument learning and parent participation on the basis of collating and analyzing relevant literature and theory;(2)Quantitative research(actually Research): to grasp the status quo and differences of children’s musical instrument learning and parental involvement,and analyze the relationship among parental participation behavior,parenting style and children’s musical learning motivation,behavior,and achievement;(3)Qualitative research(impact research): to analyze the core factors affecting parental involvement through in-depth interviews on the three main subjects of instrumental learning;(4)Comprehensive discussion and analysis(research on oughtness): to explore the value of parents’ participation in children’s musical instrument learning combing the results of quantitative research and qualitative research,and give suggestions for the parental participation strategies in children’s musical instruments.In the ontology research section,through the combing and analysis of domestic and foreign musical instrument learning,parents’ participation in relevant literature,the theoretical basis is selected,the research framework is constructed,and the key variables of this research are clarified.From the two aspects of concept and characteristics,the motivation,behavior,achievement in children’s musical instrument learning as well as the behavior and methods parental participation are conceptualized and characterized.In the reality research,based on the theoretical study,a questionnaire was developed for the operational definition of key variables,and 487 children aged 7-12 who were engaged in instrumental learning were investigated.SPSS 23.0,AMOS 24.0 was used for data collation and analysis.On the basis of the reliability and validity of the testing tools,the motivation,behavior,achievement status of children’s musical instruments and the status quo of parental participation behavior and parenting style are analyzed.Differences between groups and individuals were compared by differential analysis.Finally,structural equations were used to analyze the influence of parental involvement on children’s musical instrument learning.In the impact study,through in-depth interviews with parents(18),teachers(5),and children(18)in the instrument learning,the factors that affect parental involvement by themselves,teachers’ motivation and children’s feedback were clarified.In the area of due diligence research,based on the comprehensive discussion of quantitative analysis and qualitative research,the value of parent participation in instrument learning is clarified,and strategic suggestions for promoting parental participation are proposed.The main conclusions through previous study are as follows:1.The children’s musical learning motivation,behavior,achievement and parental participation behavior,parenting style are chosen to be the core variables of this study based on theoretical analysis and literature combing,comprehensive domestic and foreign related theories.Through qualitative research and literature analysis,the conceptual definition and characterization of the core variables of parental participation in children’s musical instrument learning are formed.2.In the investigation and research,through the analysis of the results of descriptive statistics and single-sample test,a current situation of a high level of general motivation,proper practicing psychology and good cognitive achievement in children’s musical instrument learning is presented.The parental involvement behavior shows a positive situation,and the parenting style is mostly warm and emotional.The result of the difference analysis shows that there are significant differences in many aspects in children’s musical learning motivation,behavior and achievement.However,the onefold parental behavior and method of solidified participation strategies cannot meet the diverse needs of individual child development.Through the establishment of structural equation model and analyzing the influence of parental participation behavior and parenting style on children’s learning motivation and achievement,it is concluded that children’s musical instrument learning motivation is a mediator between parents’ participation behavior and methods and children’s musical instrument learning achievement.Parental participation behavior can promote Stimulating internal motivation and suppressing external motivation have a positive impact on children’s musical learning achievements.3.The main factors affecting the participation of children in the study of children’s musical instruments are the three main subjects of musical instrument learning,namely parents,teachers and children.In which,parents’ own factors are internal factors that affect parental involvement.Parents’ expectations of children’s musical instruments,their understanding of the value of musical instruments,their understanding of children’s psychological development,and their parents’ effectiveness all influence their parenting style and participation behavior.The promotion of teachers is an external factor that affects parental involvement.The guidance of parents’ attitudes and the promotion of behaviors are the external effects that affect parental participation.The feedback of children’s emotions,cognition and behavior has an interaction with parents’ participation,and vise versa.4.Construct a dynamic micro-system for children’s musical instrument learning to provide feasible suggestions for promoting children’s musical instrument learning and individual development.Parents,teachers,and children should coordinate and unify the concept of children’s musical instruments,take children’s development as the foundation,and use music as a way of learning.Dynamically adjust in the process of musical instrument learning,and actively respond to changing problems on the premise of equal communication.Maintain a stable and balanced operation of the system;achieve synergy effects on the results of instrumental learning,and play the interactive influence and role of parents,teachers,and children.The contribution of this study in the field of parental participation in children’s musical instrument learning lies in:(1)theoretically combing the key variables and conceptual characteristics of parents’ participation in children’s musical instrument learning;(2)analyzing the current situation and individual differences of children’s musical instrument learning as well as parental participation in China,and exploring the influence of parent participation on the motivation and achievement of children’s musical instruments;(3)analyzing the core factors affecting parental participation in three main subjects of musical instrument learning micro-system;(4)exploring the dynamic state of children’s musical learning dynamic micro-system,and giving practical advice to motivate parents to participate.更多还原