教育科学 ›› 2021, Vol. 37 ›› Issue (3): 61-67.

• 课程与教学研究 • 上一篇    下一篇

技术赋能下的中小学音乐教育OMO教学模式新样态研究*

闫若婻, 孙杰远, 张文超   

  1. 广西师范大学 教育学部,广西 桂林 541000
  • 收稿日期:2021-01-16 出版日期:2021-05-15 发布日期:2021-07-13
  • 作者简介:闫若婻(1987- ),女,河南焦作人,广西师范大学教育学部讲师,博士生,主要从事音乐教育、民族文化与教育研究;|孙杰远(1966- ),男,甘肃民勤人,广西师范大学副校长、教育学部部长,教育部长江学者特聘教授,博士生导师,主要从事教育学原理、教育人类学、基础教育改革等研究;|张文超(1991- ),男,浙江杭州人,广西师范大学教育学部讲师,博士,主要从事信息技术教育、外语教育研究。
  • 基金资助:
    *国家社会科学基金教育学青年课题“中国民歌育人价值挖掘与教育实践转化研究”(CMA200242)

Research on the New Pattern of OMO Instructional Model of Music Education in Primary and Secondary Schools From the Perspective of Technology Enablement

Yan Ruonan, Sun Jieyuan, Zhang Wenchao   

  1. Faculty of Education, Guangxi Normal University, Guilin Guangxi 541000,China
  • Received:2021-01-16 Online:2021-05-15 Published:2021-07-13

摘要:

音乐教育信息化是中小学音乐教育改革的趋向。在新兴技术的赋能下,中小学音乐教育正逐渐形成线上线下融合(Online Merge Offline,OMO)的教学模式新样态。而新冠疫情的深度影响,昭示着音乐教育推进新样态的更高诉求。基于中小学音乐教育高质量发展的目标,从中小学音乐教育传统样态的问题出发,构建新样态理论框架;设计新样态课堂与课外教学实践;总结新样态虚拟与现实融合、课内与课外融合、集体与个别兼顾、技术与管理融合四方面特征;分析新样态在教师、学生、技术平台三方面面临的挑战,并提出相应推进建议。

关键词: 技术赋能, 中小学音乐教育, OMO教学模式

Abstract:

The informatization of music education is the developmental tendency for the music education reform in primary and secondary schools. With the empowerment of emerging technologies, the music education in primary and secondary schools is gradually forming a new instructional pattern of Online Merge Offline (OMO). Especially, the in-depth impacts from the COVID-19 have declared the higher demand of music education to promote the formation for a new instructional pattern. Based on the high-quality development of music education in primary and secondary schools, as well as the problems of traditional forms of primary and secondary school music education, this paper constructed a theoretical framework of new forms, designed a new style of classroom and extracurricular teaching practice, summarized the four characteristics of the new style of virtual and reality integration, in-class and extra-curricular integration, collective and individual consideration, and technology and management integration. It also further analyzed the existing challenges for the new pattern from three perspectives of teachers, students and technical platform, and put forward corresponding recommendations.

Key words: technology enablement, music education in primary and secondary schools, OMO instructional model

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