| 18世纪前期,在法国资产阶层年夜反动的冲击下,旧的年夜学体系体例被完全改革,法国的高级教导沿着树立高级专迷信校的道路成长,树立起第一所古代意义上的高级专业音乐教导机构巴黎国立高级音乐与跳舞学院,并成了东方其他国度树立音乐学院的模板。在随后200多年的成长中,法国以巴黎国立高级音乐与跳舞学院为引领,逐步树立起具有法国特点的高级专业音乐教导“金字塔”构造形式,在欧洲和世界音乐教导方面占领主要的位置,并对古代高级专业音乐教导的系统树立发生主要的作用。在上个世纪90年月,面临欧洲实施推动教导一体化的过程,法国也参加了“博洛尼亚宣言”的改造,其久长以来构成的教导构造形式也行将产生转变。本文将对法国高级专业教导系统汗青成长头绪停止梳理、对其构成的缘由停止剖析和对其现状停止研究,并自创其响应经历,为我国面临现在的国际化的教导年夜情况若何顺应并求得成长供给自创。 Abstract: Style of the early 18th century, under the impact of the eve of the French bourgeois reactionary, the eve of the old system is completely reform, the French higher education along set up specialist Science School of the growth of the road, set up the first ancient meaning of senior professional music teaching institutions in Paris in Li senior music and dance academy and into the other Oriental countries establish the Conservatory of music of the template. Subsequently 200 years of growth, France to Paris National Senior music and Dance Academy for the lead, and gradually establish a with French characteristics of senior professional music teaching "pyramid" structure, in Europe and in the world of music teaching aspects to occupy the main position, and the ancient high professional music teaching system set up has main effect. In 90 years of the last century, facing Europe to promote the teaching integration process, France also participated in the "Bologna Declaration" of the transformation, teaching structure of the long form also will produce change. The advanced to France professional teaching system historical development clue carding, the reason analysis and to its present situation research, and their own in response to experience, for our country faces now the internationalization of the teachings of Eve how adaptation and obtain supply growth from a. 目录: 摘要 3-4 Abstract 4 引言 6-8 第一章 法国高等专业音乐教育发展沿革 8-16 第一节 法国高等专业音乐教育机构的萌芽 8-10 第二节 “新艺术”与文艺复兴时期的音乐教育机构 10-12 第三节 巴洛克时期的音乐教育机构 12-13 第四节 18至20世纪—高等专业音乐学院的建立与改革 13-16 第二章 法国高等专业音乐教育近况略论 16-28 第一节 概况 16 第二节 高等专业音乐教育的政策法规以及博洛尼亚宣言的作用 16-18 第三节 法国高等专业音乐教育的体系结构 18-20 第四节 教学目标与教学计划 20-21 第五节 课程设置 21-23 第六节 音乐师资的配备与培养 23-26 第七节 毕业生情况 26-28 第三章 法国高等专业音乐教育形成的社会背景 28-32 第一节 政治对教育目的的作用 29 第二节 政治对教育结构的作用 29-32 结论 32-35 参考文献 35-36 附录 36-42 |
