未来音乐与编舞教师音乐节奏能力的享乐主义取向

Wang Yuansin
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摘要

本文旨在分析享乐主义的音乐教学方法和未来音乐编舞教师的节奏能力。近十年来,随着享乐主义成为学者们积极关注的焦点,本文提出享乐主义方法是未来音乐与编舞教师音乐与节奏能力的关键方法。在当前社会发展的形势下,对音乐编舞教师进行心理跟踪是我国要实现的一个重要目标。每个人格都需要不同的方法;帮助揭示他/她的具体特征;塑造健康和谐的人格。正在考虑的目标是为教师和心理学家设置复杂的问题;这些问题需要结构性、系统性和后续的解决方案。人格的主观幸福感不仅是其心理(情绪)稳定性、瞬时(非)适应状态和压力依从性资源的指标,而且对完善一个人的全面社会化和学业社会化进程具有重要意义。这一现象需要在解决其他问题的同时进行应用研究。因此,对未来音乐与编舞教师的音乐和节奏能力进行享乐主义的研究是以研究和解释为前提的。在适当的教学条件下,把享乐主义的方法应用于音乐节奏能力,转化为一种以人对快乐、享受的需要为基础,以对音乐的热爱为依托的教育和音乐训练。这样,音乐教育中的享乐主义方法赋予了未来音乐教师和编舞教学过程一种特殊的吸引力。在相应的学术环境下,对未来音乐与舞蹈教师音乐与节奏能力的享乐主义取向,正被重新安排为一种基于未来音乐与舞蹈教师基于对音乐教育的热爱而产生的享受与愉悦需求的独特教学与音乐训练。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Hedonistic Approach in the Musical-Rhythmic Competence of Future Music and Choreography Teachers
The article is dedicated to the analysis of hedonistic approach to music and rhythm competence of prospective Music and Choreography teachers. As hedonism became a focus of scholars’ active attention during the recent decade, hedonistic approach is being put forward in the article as the key one in music and rhythm competence of prospective Music and Choreography teachers. Under the current circumstances of the society’s development, the psychological follow-up of prospective Music and Choreography teachers is an important goal to attain for our country. Each personality requires individual approach; help in revealing his/her specific features; in shaping a wholesome, harmonious personality. The goal under consideration presupposes setting complicated issues for teachers and psychologists; these issues require structural, systemic and subsequent solution. The personality’s subjective welfare is not only an indicator of his/her psychic (emotional) stability, the transient (dis)adaptation states and pressure compliance resources, but also has crucial significance for perfecting the processes of a person’s overall and academic socialisation. This phenomenon requires conducting applied research as well as solving other issues. Thus, hedonistic approach to music and rhythm competence of prospective Music and Choreography teachers presupposes studying and explication. Applying a hedonistic approach to music-rhythmic competence, under appropriate pedagogical conditions, is transformed into a kind of educational and musical training, which is based on a person's need for pleasure, enjoyment and relying on a love of music education. In this way, the hedonistic approach in music education gives the process of teaching future music teachers and choreography a special appeal.Hedonistic approach to music and rhythm competence of prospective Music and Choreography teachers under the corresponding academic circumstances is being rearranged into a distinctive teaching and music training based on the prospective Music and Choreography teacher’s demand for enjoyment and delight relying on the love of music education.
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