【作者】 诺敏；

【导师】 庆歌乐；

【作者基本信息】 内蒙古师范大学 ， 学科教学（音乐）（专业学位）， 2025， 硕士

【副题名】以我国人音版八年级《音乐》和蒙古国《音乐Ⅷ-Ⅸ》为例

【摘要】 教材在课堂教学中起着至关重要的作用,是教学行为标准化的基准框架,是对教学质量的重要保障。目前我国初中关于音乐教材的研究主要集中在国内通用性教材,以国内外音乐教材的对比研究较少。蒙古国作为与中国早期建交的国家之一,是山水相连的友好邻邦。新世纪以来,中国与蒙古国的外交关系稳步发展,随着经济合作的加强,两国的文化交流也愈加密切。音乐作为一种重要的文化载体是两国人文交流的重要媒介。在基础教育领域,中蒙两国在发展现状、未来规划、政策制度等多方面既有共性的一面,也有很多存在差异的情况。因此本文将探索中蒙两国初中八年级音乐教材,对教材内容作出对比分析。通过结合两国初中音乐课堂的教学实践,探究和思考两国初中音乐教材可能存在的问题并为后续教材的编写提供有效参考。对推动中蒙基础音乐教育事业进步而言,研究成果能转化为极具实用价值的策略与方案。对于两国友谊的传承,以及中国形象对外的展示都具有重要的意义。基于基础教育课程体系的视角上来看,蒙古国很注重音乐教育。从笔者去往蒙古国学前教育机构和公有小学实地调查可知,蒙古国在学前和小学时就采取了融合性课程组织形式,在语文课里会加入音乐教学,注重学科间的协作,强调幼小衔接和中小学课程的连贯性。在小学时期,音乐课并没有具体的规范性教材,课程设计中重点去培养学生身体器官的表现能力(声乐表现力、听觉素养、舞台实践力、器乐操控力),注重实践。进入初中后,音乐课以独立的教科书、独立设课的形式进行授课。因此笔者想通过中蒙两国初中八年级音乐教科书进行对比,找出中蒙两国初中八年级音乐教材编写的差异性,并总结和引发一些思考。本文以中国人音版初中八年级《音乐》和蒙古国通用版八年级《Х(?)ГЖИМⅧ-Ⅸ》教科书为研究对象,通过文献研究法、对比研究法、定量分析法、实地考察等方法分析两套教材的异同。首先阐述研究背景、研究意义、研究内容和研究依据的理论基础,并对相关的文献进行总结。第一章介绍两套教材的审定制度和编写的参考标准并介绍两套教材概况。第二章是本文的核心部分,以表格形式对两套教科书进行系统对比研究。第三章是对蒙古国初中音乐课堂教学的实践调查与教学思考,保证数据的可靠有效。第四章是关于中蒙两国初中音乐教材的总结与思考。在构建美育共同体的框架下,使教师通过参照能够在音乐教学中发挥本国教材的优势,既实现了教学资源的互鉴共享,也夯实了两国青少年的审美根基,共享优质音乐教育资源。通过音乐符号的跨境流动,重构文化长廊的当代传播范式,形成教育提质与文化增值的双螺旋效应,谱写新时代的文明互鉴篇章。更多还原

【Abstract】 Teaching materials play a crucial and vital role in classroom teaching.They serve as a benchmark framework for the standardization of teaching behaviors and are an important guarantee for teaching quality.At present,the research on music teaching materials for junior middle schools in China mainly focuses on domestic general-purpose teaching materials,and there are relatively few comparative studies on music teaching materials at home and abroad.Mongolia,as one of the countries that established diplomatic relations with China at an early stage,is a friendly neighbor sharing mountains and rivers with China.Since the new century,the diplomatic relations between China and Mongolia have been developing steadily.With the strengthening of economic cooperation,the cultural exchanges between the two countries have become increasingly close.As an important carrier of culture,music is an important medium for the people-to-people and cultural exchanges between the two countries.In the field of basic education,China and Mongolia have both commonalities and many differences in aspects such as development status quo,future planning,and policy systems.Therefore,this article will explore the music teaching materials for the 8th grade of junior middle schools in China and Mongolia,and conduct a comparative analysis of the content of the teaching materials.By combining the teaching practices of junior middle school music classes in the two countries,it will explore and reflect on the possible problems in the junior middle school music teaching materials of the two countries and provide effective references for the compilation of subsequent teaching materials.This is a measure to promote the rapid development of basic music education in China and Mongolia.At the same time,it is of great significance for the inheritance of the friendship between the two countries and the display of China’s image abroad.From the perspective of the basic education curriculum system,Mongolia attaches great importance to music education.According to the author’s on-the-spot investigations in Mongolian preschool education institutions and public primary schools,Mongolia has adopted an integrated curriculum organization form in preschool and primary school stages.Music teaching is added to Chinese language classes,emphasizing the collaboration between disciplines and the coherence between preschool and primary education as well as between primary and secondary education.In the primary school stage,there are no specific standardized teaching materials for music classes.The curriculum design focuses on cultivating students’ performance abilities of physical organs(vocal performance ability,auditory literacy,stage practice ability,and instrumental manipulation ability),with an emphasis on practice.After entering junior middle school,music classes are taught in the form of independent textbooks and independent courses.Therefore,the author intends to compare the music textbooks for the 8th grade of junior middle schools in China and Mongolia,find out the differences in the compilation of music teaching materials for the 8th grade of junior middle schools in China and Mongolia,and summarize and trigger some reflections.This article takes the "Music" textbook for the 8th grade of junior middle school published by People’s Education Press in China and the general "Х(?)ГЖИМⅧ-Ⅸ" textbook for the 8th grade in Mongolia as the research objects,and analyzes the similarities and differences between the two sets of teaching materials through methods such as literature research,comparative research,quantitative analysis,and on-the-spot investigation.Firstly,it expounds the research background,research significance,research content,and the theoretical basis of the research,and summarizes the relevant literature.The first chapter introduces the examination and approval systems of the two sets of teaching materials and the reference standards for compilation,and also introduces the general situations of the two sets of teaching materials.The second chapter is the core part of this article,which conducts a systematic comparative study of the two sets of textbooks in the form of a table.The third chapter is the practical investigation and teaching reflection on the music classroom teaching in Mongolian junior middle schools to ensure the reliability and effectiveness of the data.The fourth chapter is the summary and reflection on the junior middle school music teaching materials of China and Mongolia.Under the framework of building an aesthetic education community,teachers can give full play to the advantages of their own country’s teaching materials in music teaching by referring to them.This not only realizes the mutual reference and sharing of teaching resources but also consolidates the aesthetic foundation of teenagers in the two countries and enables them to share high-quality music education resources.Through the cross-border flow of musical symbols,it reconstructs the contemporary communication paradigm of the cultural corridor,forms a double helix effect of educational quality improvement and cultural value addition,and composes a chapter of mutual learning of civilizations in the new era.更多还原