探索多元智能理论在中国音乐教育中应用的潜力与挑战

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-19 DOI:10.1016/j.tate.2025.105031

Zishan Xiong

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引用次数: 0

摘要

本定性描述性研究的目的是探讨霍华德·加德纳多元智能理论在中国学校音乐课堂应用的潜力和挑战。对学者、教师、学生和家长的半结构化访谈显示，MI理论可以提高音乐课的参与度，并与中国对素质教育的关注保持一致。然而，诸如应试教育、缺乏评估工具以及贫困地区资源有限等挑战需要解决。与会者建议提高公众意识，提供专业培训，并提供实施指导，以支持MI理论在中国教育环境中的实际应用。

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Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education

The purpose of this qualitative descriptive study is to explore the potential and challenges of applying Howard Gardner’s Multiple Intelligences (MI) theory in Chinese school music classrooms. Semi-structured interviews with a scholar, teacher, student, and parent reveal that MI theory can enhance music class participation and aligns with China’s focus on Quality Education. However, challenges such as exam-oriented education, lack of assessment tools, and limited resources in poorer areas need addressing. Participants suggested increasing public awareness, offering professional training, and providing implementation guidance to support the practical use of MI theory in Chinese educational settings.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.