With the advent of the information age, the integration and separation of global culture

The parallel trends have caused great changes in the world cultural pattern. Countries and ethnic groups generally show a new awareness of their own sovereignty and hope to establish a relationship of equality, respect and understanding between different cultures as a basis. Have conversations

and communicate. Affected by this development trend, a series of cultural psychological and value changes have occurred in the field of consciousness, and the concept of music education is closely related to this and has changed is extremely outstanding. It can be seen from the development of music education in various regions of the world that the development of international music education today is deeply influenced by musical anthropology and cultural anthropology. The plural "&'()*(" of music%&'()* + is widely used in international music education

It marks the multicultural value concept of music anthropology

It has become the ideological basis of contemporary music education and has also had an important impact on China's current music education. This new concept first requires the provision of an understanding of music education. A more comprehensive way of positioning and understanding. Secondly, we must completely break through the original values ????and attitudes towards local music culture. Finally, on the basis of multicultural values ??

Treat our own national culture and various cultures in the world equally and objectively, and establish

a music education system of our own main culture, so as to promote the development of Chinese music education

in the!$ century.

Today, higher music education in minority areas, in a situation where challenges and opportunities coexist

are based on a set of specific provisions provided by traditional "science and rationality"

p>

To implement assimilation education for local music culture according to the standards, or to update ourselves in the face of the new reality

and reform the old education that is no longer suitable for social development

Education model? The author thinks that the second one should be chosen.

One is the change of educational concept; the other is the construction of curriculum system. /p>

And teaching resource issues.

$, changes in educational concepts

$) Multicultural music education.

The International Music Education Society, which represents the highest international music education institution

(-

./01.2/)3.24 53*)0/6 731 8'( :) >The narrow and outdated views of other world music have broadened the theoretical and

practical aspects of music education and laid a solid foundation for the expansion of the mission of music education in the !$ century.

Cultural music education, with world music as its core, has also been the dominant discourse in postmodern philosophy since its establishment in 1998. The absorption of "decentralization" and "irrationalism" has formed a world music concept based on multiculturalism

The famous ethnomusicologist Slobin is discussing

Global Music Outlook once said: "World music is like a vein, running through various

music styles, music libraries and music practices. In the broad or

world landscape p>Extending or contracting within a narrow scope, world music is no longer limited to a single historical and geographical source category. "Ms. Zheng Su, professor of ethnomusic

at the University of Williams in the United States!" "She mentioned it repeatedly when giving lectures at the Central Conservatory of Music and the Chinese Academy of Music World music will occupy the mainstream of global music culture in the !$ century, thus replacing Western art music in the !$ century. ”

Understanding the different music cultures of the world has now become an important part of people’s expansion of their horizons

, and it has also become the conscious intention of all ethnic groups to seek self-development.

The multicultural view of music education includes a broad, inclusive rather than exclusive humanistic concept, one that respects and expects all music cultures in the world

The open attitude of further exchanges provides valuable theoretical resources and development ideas for music education of all ethnic groups in my country

!) Music education with Chinese culture as the mother tongue

Music education with Chinese culture as the mother tongue takes culture as its value positioning.

It contains the stipulations of Chinese people's musical thinking and cognition. It is "composed of different musical styles and contents of various ethnic groups in China

and has the essence of Chinese national culture

p>

Profound cultural and philosophical foundations such as God, psychology, behavior, art, ways of thinking, aesthetic ideals and values?

The essence of what is different from 'nationalized teaching' lies in the 'mother tongue'

Teaching must be systematic and independent and complete, rather than an appendage or supplement to the Western music system

". #

Music education with "Chinese culture as the mother tongue" does not refer to a unified

music "language" education. The construction of the music education system of ethnic minorities is an important part of music education with "Chinese

culture as the mother tongue". The establishment of a teaching system with Chinese culture

as the mother tongue is inseparable from the inheritance and development of ethnic minority music culture

Each ethnic minority region can develop its own musical language structure and cultural structure

Explore, carry out music education with ethnic regional characteristics based on local culture

and make this kind of music education with ethnic minority regional characteristics become China

An integral part of the music education system. This must first break the stereotype that ethnic minority music lags behind Han music or European music. Secondly, on the premise that music

is closely related to culture, efforts should be made to find the characteristics of minority music education itself

in order to establish a system that conforms to the rules of music education in minority areas< /p>

Music education discipline theory and method system. Through "bilingual" and "multilingual" teaching

Huang Lingfei

Thoughts on how to implement multicultural music education in higher art colleges in minority areas

/p>

Explore and think

Chinese music!""!# $

!"

Channels to enable school music education in minority areas It plays a better role in promoting the inheritance of ethnic minority music culture. At the same time, it also enables students in ethnic minority areas to learn more about the Han nationality and other ethnic groups in the world. Music culture.

Higher music education in minority areas is an important part of China's music education. Under today's "modernization" wave, ethnic minorities

p>

Traditional culture can easily lose its ecological environment for survival and inheritance. Ethnic minority music education from a multicultural perspective

due to its open and culturally relative values

Concept, it is possible to provide some methods and ideas for the preservation, continuation and development of ethnic minority music and create a new ecological environment for its development.

< p>Important, sensitive, detailed and continuous multicultural music education is conducive to the development of minority music culture

!% The construction of the curriculum system

In modern times, China has successfully introduced the curriculum system of Western music education

but the teaching paradigm formed on this basis is no longer suitable for the!$ century

< p>Development, the future cultural development of the world is based on multicultural education, and

our current education cannot reflect the cultural and educational characteristics of this new century

.

! Since the 1990s, Western education has undergone an important "paradigm shift"

One of its important features is the conscious search for Eastern culture

p>

Curriculum and teaching wisdom, trying to achieve the communication and integration of Eastern and Western

cultures in the field of curriculum and teaching research!.

The development trend of today's international music education also reflects

that Western music education is transcending the modern narrow and short-term framework structure and beginning to develop into a broader field now and in the future. The core expression of multi-disciplinary music education is to seek a curriculum that can both accommodate and expand. This is also the attitude of education in the post-modern world. One of the challenges. For this reason, education

cannot simply be regarded as an agency that transmits traditions. It must challenge and clarify cultural values ??through

critical thinking and achieve self-realization. ".

On the above basis, the construction of the theoretical system of multicultural music education for ethnic minorities

is not just a simple repair based on the original music curriculum.

We should consider a new starting point and a new music curriculum design. First of all, we must break through the cognitive framework, teaching system and teaching methods based on the ontological structure of Western music

Secondly, the construction of this curriculum is based on the music culture of ethnic minorities

Music cannot be separated from its social and cultural background, but should provide a source

Cultural awareness that is local but connected to the world. Integrate the social and cultural resources on which music creation depends into the new music curriculum. Finally, learners not only learn through the The study of the course can master the mother tongue, music grammar, form

and creation of ethnic minority music, etc., and can also integrate various unique factors in the cultural traditions of various ethnic groups

* **To share the world's musical culture and thereby expand our culture, because

the curriculum is not only a tool to transfer knowledge, but also a tool to create and recreate us and

our culture#. This kind of systematic learning must have an overall grasp of ethnic minority music culture. It should be pointed out that this curriculum system is consistent with the existing Western music curriculum system. Different majors should adjust their compulsory courses,

electives, class hours and content levels:

The following aspects can be considered:

($

) Introduction to ethnic minority music: history of ethnic minority music; ethnic minority

Music regional style characteristics; ethnic minority local opera; ethnic minority music biography

< p>Inherited research.

(!

) Music practice courses: ethnic minority music dialect listening and modeling; music creation' including improvisation. , singing, playing ( ; Ethnic minority instrument performance; song

Comprehensive dance and music course; music style analysis.

') (Humanities course: musical anthropology; history of ethnic minorities; Philosophy of ethnic minorities; ethnology; folklore; linguistics; Chinese philosophy; Chinese cultural history; Chinese aesthetics; music criticism; visual art.

< p>(*

) World music: can be divided into five continents + (Asia#,(Africa#

-(America#.(Europe# / (Oceania. Press. This division can further divide the country,

ethnic regions, and compare with the local ethnic minority music culture for mutual recognition and

communication.

Curriculum construction is an extremely complex systematic project, which is subject to many factors such as culture,

economics, technology, etc. It is also a concrete embodiment of educational concepts. The above-mentioned curriculum system requires learning music as a culture and not as a skill training. Integrated curriculum concepts and methods should be adopted in teaching. Synthesis is different from correlation. When it uses multi-disciplinary resources, its method

is the mutual reinforcement between disciplines, and often manifests itself as the unification of multiple disciplines

. The concept of comprehensive curriculum has grown in intensity internationally in recent years. It regards the natural and human worlds as intrinsically linked systems, thereby breaking through the disciplines set up in separate subjects. The closed or isolated vision and thinking brought about by the course.

For example

The School of Education at Columbia University in the United States recently changed the original Department of Music and Art Education

to the Department of Arts and Humanities, combining music, art, dance and education and art

Management; history, philosophy, religion and education; applied linguistics, English, Spanish

and education are all included in this system. This reform is a representative signal. It declares to pedagogy and school education practice that integration is the basic belief of modern pedagogy and modern curriculum theory.

)# Teachers and teaching resources

To implement the above curriculum model, the first condition is to have a team of teachers who can

operate according to this curriculum model Team 1 Most of our current teachers

are talents trained and cultivated

in an educational environment based on the Western traditional music system. Their knowledge structure , thinking mode and music operation ability have almost been completely "formatted" by the Western music system, lacking a broad intellectual vision and necessary cultural heritage. Without the updating and adjustment of concepts, the deepening and broadening of knowledge structure

as well as on-the-spot study and research, it would be difficult to explain the music of ethnic minorities clearly, and it would also be difficult to understand the music of ethnic minorities. Music culture is taught as the mother tongue, and it is even less able to connect it with cultural background, philosophy, etc., so it is impossible to establish a theoretical system of multicultural music education for ethnic minorities

rise. This raises

a problem of teacher structure and teacher training. Educational decision-makers should closely focus

the direction of running a school and consider the overall reasonable layout of teachers in teaching. Teachers are selectively arranged to carry out study and research in the required majors, gradually forming a situation where teachers are actively adapting to the operation of the new teaching system.

Music education in higher art colleges is the core of the entire music education system

How to guide students to truly understand and feel the music of different cultures is very important

Effectively through music learning, the educated can better enter the future society and be able

to control their own music creation process in a familiar world and become a

Being an active creator and contributor is something that every college teacher must think about, and it is also something that education decision-makers must think about.

Ethnic minority areas have a good ethnic music environment and rich music practice

Exploration and thinking

Chinese music!""!# $

!"

Practice can be used as a teaching resource for different courses and different learning methods. Here

Music practice is far more important than music theory. This kind of music creation is very important.

Orthodoxy and non-programming have greatly enriched the methods of music practice and music creation

making music creation and music learning full of chance and communication

p>

The traditional music creation method can and should become the practice of music education. It makes the curriculum not a way of transmitting (absolutely) knowing but exploring what is not known

The process of knowledge. Through exploration, teachers and students work together to "clear the boundaries" and thereby transform the boundaries

This is a new interpretation of the curriculum. Teaching

learns to avoid "only one best" or "only one right" way, so as to gain an open vision and an open mind because of life. The system is essentially an open system, so the best results can be achieved when the development of education is based on a system characterized by human nature."

A large number of resources exist in the music culture of various ethnic groups, which require researchers

to study them carefully from a new perspective on the basis of updating their concepts and re-understanding themselves

Research, link subject areas and resource environments, reasonably blend musical structure with non-

musical content, and grasp the characteristics and characteristics of ethnic minority music culture

degree of adaptability between today's cultural developments and strongly promotes the use of local "music"

terms.

On the basis of strengthening collection and sorting out research, research and compile a reasonable text structure and teaching materials with practical significance, and gradually transform the results into teaching resources systematically. Existing research results are also a rich source of

our teaching. Extensive and in-depth research on issues such as curriculum setting, teaching resources, and textbook compilation requires the active participation of teachers. In this process,

the self-continuing education of teachers continues, and at the same time, all aspects of education form an interactive method

for teacher training and the teaching of local cultural courses. Form the foundation

. In this way, our entire teaching can enter a good and dynamic cycle

.

The development of education is inseparable from the ecological environment of education. The so-called ecological

environment of education is a multi-dimensional space and multiple environmental system that centers on education and plays a role in restricting and regulating the emergence, existence and development of education#$% . The generative characteristics of ethnic minority music

music culture determines that music education in ethnic minority areas cannot be limited

to campus classrooms, but must be planned and coordinated for teachers and students to go out of school and in-depth< /p>

Go to the actual environment to actively accept the inheritance of music culture of various ethnic groups. At the same time, we invite accomplished and well-educated experts in local music culture research and minority ethnic artists to teach or give lectures, and carry out relevant practical activities to achieve the goal.

Carry out systematic learning based on a large amount of perceptual experience. This teaching method that combines large classrooms, secondary classrooms, and small classrooms will undoubtedly bring new vitality to our campus!

The construction of the theoretical system of ethnic minority multicultural music education is linked to the actions of the government, society and schools.

Government participation is a necessary condition for coordinating the forces of all parties in society. On this basis, special research institutions and complete network relationships should be established to mobilize various factors and forces to design educational reform plans and create educational reform plans. Various standards and curriculum frameworks of practical significance, compile an evaluation system that is compatible with

the standards, and propose a teacher development plan that adapts to it,

mobilizing everything that happens with art education Contact departments, industries, and people, such as cultural museums, cultural stations, local cultural experts and community resources to expand music education programs inside and outside the school and strengthen cooperative relationships. Influential cultural communicators in various ethnic minority areas should be given publicity and due status. The various measures mentioned above should be considered by the government and all sectors of society and are fully operational. The new century requires new concepts, which requires legislators and executors to have rich imagination for the order of cultural life. In a future where global cultural diversity is fully respected and included, ethnic minority music culture, in a world eroded by the so-called "mainstream culture", will have its unique personality. and "marginal" vitality have become an important part of !$ century multicultural music education

.