音乐教育与审美教育外文文献翻译中英文

音乐教育与审美教育外文翻译中英文
英文
Person Oriented Aesthetic Education In The System Of Life-Long Music
Education
Dyganova，Karkina
Abstract
The purpose of the research is the analysis of tools of aesthetic education. The methodological basis of the study was person oriented approach. Results of the study showed that the introduction the integration of words and music as the means of education on the basis of personal-oriented approach ensures successful operation of this process. On the basis of the received and experimentally confirmed results it was conclude that the implementation of the innovative educational course «The Art of words in music as a means of student-oriented aesthetic education will enhance the efficiency of this process, and also will allow to organize the work of the higher educational institution as a link unified system of life-long aesthetic education.
Keywords: Life-long education, person-oriented approach, system of aesthetic education, self-educational culture
Introduction
The object of this paper is the system of life-long aesthetic education, whose structure in the Russian system of education are schools,
universities, courses of improvement of qualification of teachers of music. Subject of research is aesthetic education of future teachers-musicians. The purpose of the research is the analysis of tools of aesthetic education, implementation of which will allow considerably increase the efficiency of this process. The methodological basis of the study was person-oriented approach, to enhance personal functions and development of self-educational culture of the future teacher-musician.
Nowadays introduction of new methodological approaches in the education system is a necessary condition for implementing relevant pedagogical principles in the XXI century - humanism, free self-development and selfactualization of personality, upbringing of a person of culture, which is capable of assuming responsibility for the moral choice on the basis of spiritual ideals. One of the most promising ways of improving the system of education is the introduction of the person-oriented approach. However, this trend has not received sufficient lighting in science yet. It can be noted in the context of primary school the certain aspects of this approach were studied in the researches of person-oriented aesthetic education by Aryabkina, V olcegorskaya. At the same time, there is a shortage of learning opportunities for improvement through the implementation of person-oriented approach as individual units, and the entire system of life-long esthetic. The object of this research is the system of life-long education of musician-teacher, which
includes a number of stages in the Russian Federation: pre-school, general, initial professional, average professional, higher professional, post-graduate education. The subject of research is the aesthetic education of future teachers-musicians in the University, as one of the important links in the system of lifelong education. The purpose of this research is the study of the means of aesthetic education, implementation of which will greatly improve the efficiency of the process. To conduct the study were the following objectives: to highlight the main indicators of continuous aesthetic education; create training tools to facilitate the effective achievement of the selected indicators. The methodological basis of the study was person-oriented approach, which allows the use of the process of teaching and professional activities to strengthen their personal potential and develop a culture of self-education of the future teacher-musician. The experimental base of the research is represented by the High school of arts of KFU in Kazan. In the modern reality in the most developed countries of the world as a means of guaranteeing the successful socio-economic progress, proclaimed the principle of continuity in training. The essence of continuous education and training, ways and conditions of its development have been substantiated in the works of scholars such as Сorrea Dave R., Elliott W., Hartung H., Kidd D., Robins Y., Ruhadze N., Stiemerling P., etc. Analysis of the essential contents of the characteristics of the concept of life-long education was
made by the Soviet scientist Shchedrovitsky P.. Among the key problems of the given scientific direction were allocated to the problems of personality development. Scientist noted, the terms «education»and «life-long» should be recognized not identical to each other. It means that the implementation of administrative measures, the organization of a unified system of continuous education, representing the articulation of all links: preschool institutions, schools, higher education institutions and the system of postgraduate education will not provide a solution of the essential tasks of the given scientific problem.
The core of continuous education in the context of modern progressive trends Shchedrovitsky allocates the free development of the personality, which requires the elimination of any restrictions for lifelong learning: age, organizational, social. Shchedrovitsky highlights the main indicators of successful organization of continuous training as allowing everyone «on the individual problem areas and fields, necessary for the development of its initiatives and the formation of his independent judgment»(Schedrovitskiy, 1993). Thus, initiative and independent judgments trainees can be taken as indicators of efficiency of organization of continuous aesthetic education of the whole system of continuous education, or an individual member. At the same time, the authors of the study founded that for the successful implementation of the pace requirements are fulfilled, prevents the insufficient development of
theoretical and methodological foundations for implementation in practice of the educational process, personoriented approach to detecting the correlation in the main focus on self-development and self-actualization of personality» (Valeeva, 2013).
Modern trends in the development of scientific thought in the field of education can be characterized by the increased interest in the personal-oriented teaching concepts. Theoretical and methodological foundations of personal-oriented approach in Russia developed by such scientists as Alekseev N., Balashov M., Bondarevsraya E., Gusinsky E., Kulnevich S., Lukyanova M., Serikov V., Stepanov E., Turchaninov I., Yakimanskaya I., etc. The essence of this approach is in the ability of providing the identity of the right to free self-development, not limited by ideological or other principles. Personal-oriented approach argues ideas of respect for the child's personality, individualization of education, the relations of partnership and cooperation, dialogue. The system of education, based on this approach, does not aim personality formation with desired properties in the form of knowledge and skills, but to create conditions for full realization of the internal forces of individual development are seen as a value in itself. Personal-oriented education is aimed at activation of personal features, the subjective experience; uses subject-subject dialogic learning. Still introduction of personal-oriented approach in music pedagogy was not implemented.
As an example of implementation of personal-oriented approach in educational process of higher musicalpedagogical education in the Higher school of arts, Kazan (V olga) Federal University (KFU) was developed and introduced experimentally tested an innovative educational course «The art of word in music»(author is Karkina S.). The content of this course is to integrate the words and music throughout the history of the development of musical art from the Ancient world to the present day, as well as modern research in this field. Leverage integration words and music as a means of personal-oriented aesthetic education received justification in studies of the twentieth century in the field of musicology and General musical-aesthetic education. The importance of literary and poetic words for the perception of music emphasized the outstanding scientist in the field of musical and aesthetic education Kabalevsky D.. Awareness of music as an important and valuable part of human life is mostly contributes to the discovery and development of its deep internal ties with other arts, among which, in his opinion, cinema and literature share the first place, with the closest relations with the phenomena of reality. Kabalevsky D. singled out the role of words in music as an important means of musical and aesthetic education, which helps significantly easier to detect connection of music with specific phenomena real life, and to realize the importance of music as aesthetic value. The music has repeatedly been put verses of Russian poets of
Lermontov M. («Clouds»Dargomyzhsky A., Cui Z., Petrov A., Rimsky-Korsakov N., Rubinstein A., and others), Tolstoy A. («Don't believe me, friend»composers Rakhmaninov S., Rimsky-Korsakov N., Tchaikovsky P.). Frequency of references to the works of Russian composers of a poet, one should highlight the poetry of Pushkin A.. The text of the poem «Arion» was written music composers such as Balakirev M., Borodin A., Glinka M., Dargomyzhsky A., Prokofiev S., Rachmaninov S., Rimsky-Korsakov N., Sviridov G., Tchaikovsky P.. Not less popular in the chamber-vocal genre was the poem «On the hills of Georgia», which found a musical embodiment in the work of Gabicvadze R., Zherbin M., Korepanov A., Petrov A., Taktakishvili O., Hotinov V., Yudakov S. and other. Study of music through the prism of integration with literary-poetic word represents the broadest field of implementation of creative imagination of the composer, the listener, the criticism. At the Higher school of arts future musicians-teachers have the opportunity the study the aspects of integration of words and in practice, the study of such subjects as «The Art of words in music», «The Class of solo singing», «Choral class», «Class of choral conducting», «Class in accompaniment», «Class of the main musical instrument»and other. The introduction of new training tools integration words and music was performed in the process of developing demand in the musical-pedagogical selfeducation, enhanced internal forces of individual development of students within the
discipline of the art word in music. The concept of «self-education»is understood by the authors of the article as «systematic, purposeful learning activity subject on the basis of the formed motives and voluntary motives, which promotes the development of personal qualities, carried out in educational and free time»(Dyganova, 2011). For the system organization of self-education for future teachers-musicians was used e-course «The Art of words in music»implemented in the system MOODLE (Modular Object-Oriented Dinamic Learning Environment).
During the lessons on the course of the art word in music students were offered jobs to perform the aim of which was to study the interpretation of the poetic text by the contractor when creating an artistic image of a piece of music. Student Anastasia Ch. fulfilled the proposed job on the example of the comparative analysis of the two performing interpretations romance Glinka M. on the poems by Pushkin A. «I remember a wonderful moment» in the records of Arkhipova I. and Bilan D.. She noted that these interpretations are contrasting each other in terms of the artistic conception of the performers.
In the course of comparison of the same phrases poetic text, which performers sing in different ways, the student has identified different shades of the main artistic image in each of interpretations. For example, Anastasia Ch. generalized image of the lyrical hero. In the performance of Bilan D. this young dreamy young man, a little giddy. In the
interpretation of the Arkhipova I. created the image of an adult man, possessing a rich inner world, with a serious and responsible attitude to everything. According to the remark of students Bilan D. focuses in the first sentence the word «me»and not «you», giving the listener the impression that the hero, not the female image is the object of his adoration. Allocation of Arkhipova I. words «pure beauty» shows that the hero sees not only external but also internal beauty of the heroine.
The results of the analysis show that in the process of work, organized with the assistance of personal-oriented approach were intensified subjective experience and personal function of criticism, collisions, genre, providing the level of spirituality of life. The student was taken the initiative in choosing romance for detailed study and expressed their independent judgement, showing the depth of understanding of the subject. Based on the principles of correct organization of life-long learning allocated by Shchedrovitsky, (1993) it should be noted that the initiative and the formulation of independent judgments are desired performance.
Conclusion
Thus, we can conclude that in the process of the research the objectives were achieved. Among the main indicators of successful organization of life-long education and aesthetic education highlighted the principles of the initiative and the formulation of independent
judgment in the problem area and field of activity. As an effective means of education developed electronic course aimed at self study of integration of words and music in musical works. The research results proved that the introduction of these means of education on the basis of person-oriented approach, provides realization of subject-subject relations of participants of educational process and use dialog forms in the educational process, contributes to enhancing the subjective experience and personal functions. On the basis of the received and experimentally confirmed results we can conclude that the implementation of the innovative educational course «The Art of words in music as a means of student-oriented aesthetic education will enhance the efficiency of this process, and also will allow to organize the work of the higher educational institution as a link unified system of life-long aesthetic
中文
终身音乐教育体系中的人本审美教育
摘要
研究的目的是分析审美教育的工具。

该研究的方法基础是面向人的方法。

研究结果表明，在以人为本的基础上引入词和音乐的融合作为教育手段，可以确保这一过程的成功进行。

根据收到的和实验证实的结果，得出的结论是，实施创新的教育课程“音乐中的文字艺术作为面向学生的审美教育手段，将提高这一过程的效率，作为终身美育
的联系统一体系。

关键字：终身教育，以人为本的方法，美育体系，自我教育文化引言
本文的目的是建立终身审美教育体系，其在俄罗斯教育体系中的结构为学校，大学，音乐教师资格的提高课程。

研究的主题是未来教师音乐人的审美教育。

研究的目的是分析美育的工具，实施这些工具将大大提高这一过程的效率。

这项研究的方法学基础是以人为本，以增强个人功能和发展未来教师音乐人的自我教育文化。

如今，在教育体系中引入新的方法是在二十一世纪实施相关教学原则的必要条件，这些原则包括：人本主义，人格的自由自我发展和自我实现，文化人的养育，能够承担起教育的责任。

在精神理想的基础上进行道德选择。

改善教育体系最有希望的方法之一是引入以人为本的方法。

但是，这种趋势尚未在科学上得到足够的应用。

可以注意到，在小学的背景下，V olcegorskaya的Aryabkina在以人为本的审美教育研究中研究了这种方法的某些方面。

同时，通过以个人为单位实施以人为本的方法以及整个终身美学体系，学习机会得到了改善。

这项研究的目的是对音乐家-老师进行终身教育，其中包括俄罗斯联邦的多个阶段：学前教育，普通教育，初级专业，中等专业，高级专业，研究生教育。

研究主题是大学未来师生的审美教育，是终身教育体系中的重要环节之一。

本研究的目的是研究美育的方法，将其实施将大大提高过程的效率。

进行这项研究的目的是：突出继续美育的主要指标；创建培训工具以促进有效实现所选指标。

这项研究的方法学基础
是以人为本的方法，它允许利用教学和专业活动的过程来增强他们的个人潜能，并发展未来教师音乐人的自我教育文化。

这项研究的实验基础是由喀山KFU美术高中代表的。

在现代现实世界中，世界上最发达国家将其作为保证成功的社会经济进步的一种手段，宣布了培训连续性原则。

诸如orrea Dave R.，Elliott W.，Hartung H.，Kidd D.，Robins Y.，Ruhadze N.，Stiemerling等学者的著作证实了持续教育和培训的实质，发展方式和条件。

苏联科学家Shchedrovitsky P.对终身教育概念的特征的基本内容进行了分析。

在给定科学方向的关键问题中，有人将问题分配给人格发展问题。

科学家指出，“教育”和“终身”这两个术语应被理解为彼此不同。

这意味着执行行政措施，组织统一的继续教育系统，代表所有环节的衔接：学前教育机构，学校，高等教育机构和研究生教育系统将无法提供解决方案的基本任务给定的科学问题。

在现代进步趋势的背景下，继续教育的核心是谢赫德罗维茨基分配人格的自由发展，这要求消除终身学习的任何限制：年龄，组织，社会。

Shchedrovitsky强调了成功组织持续培训的主要指标，因为它使每个人“都能在各个问题领域和领域，这是制定其倡议和形成他的独立判断所必需的”（Schedrovitskiy，1993年）。

因此，可以将主动和独立判断的受训者作为整个继续教育系统或个人的组织持续审美教育组织效率的指标。

同时，该研究的作者发现，要满足对步伐要求的成功实施，应防止在教育过程的实践中实施的理论和方法学基础的发展不足，以人为本的方法主要检测相关性。

专注于个性的自我发展
和自我实现»（Valeeva，2013年）。

教育领域科学思想发展的现代趋势可以以个人为导向的教学概念的兴趣增加为特征。

俄罗斯的以个人为导向的理论和方法论基础由Alekseev N.，Balashov M.，Bondarevsraya E.，Gusinsky E.，Kulnevich S.，Lukyanova M.，Serikov V.，Stepanov E.，Turchaninov I等科学家开发例如，Yakimanskaya I.等。

这种方法的本质在于能够提供自由自我发展权的身份，而不受意识形态或其他原则的限制。

以人为本的方法主张尊重儿童个性，教育个性化，伙伴关系与合作关系，对话的思想。

基于这种方法的教育体系，其目标不是以知识和技能形式具有理想特性的人格形成，而是创造条件以充分实现个人发展的内在力量本身就是一种价值。

以人为本的教育旨在激发人的个性，主观体验；使用主题-主题对话学习。

音乐教学法中仍然没有引入以人为本的方法。

喀山（伏尔加）联邦大学（KFU）是高等艺术学校在高等音乐教育学教育过程中实施以人为本的方法的一个实例，并通过实验测试了创新的教育课程“音乐中的词的艺术”（作者是Karkina S.）。

本课程的内容是整合从古代世界到当今音乐艺术发展的整个历史中的单词和音乐，以及该领域的现代研究。

在音乐学和普通音乐审美教育领域，利用词和音乐作为个人导向的审美教育的手段在20世纪的研究中得到了证明。

文学和诗词对音乐感知的重要性强调了音乐和审美教育领域的杰出科学家Kabalevsky D.音乐的意识作为人类生活的重要组成部分，在很大程度上有助于发现和发展音乐。

他与其他艺术之间有着深厚的内在联系，在他看来，电影和文学在其中与现实现象有着最密
切的联系，在其中居于首位。

Kabalevsky D.指出了单词在音乐中的作用，作为音乐和审美教育的重要手段，这极大地帮助了人们更容易地检测音乐与现实生活中特定现象的联系，并认识到音乐作为美学价值的重要性。

音乐曾多次被俄罗斯诗人莱蒙托夫和其他诗人，托尔斯泰，里姆斯基-科萨科夫，柴可夫斯基等人引用。

提及俄罗斯诗人作曲家的作品的频率，应该强调普希金的诗歌。

《阿里昂》（Arion）诗的文字是音乐作曲家，如巴拉基列夫，鲍罗丁，格林卡，达戈米日斯基等人。

在室内歌唱风格中同样流行的是《格鲁吉亚的山丘》这首诗，它体现了音乐上的体现在Gabicvadze R.，Zherbin M.，Korepanov A.，Petrov A.，Taktakishvili O.，Hotinov V.，Yudakov S.等的工作中。

通过与文学诗意词融合的棱镜来研究音乐，代表了作曲家，听众，批评家创造性想象力实现的最广泛领域。

在艺术高等学校，未来的音乐家和老师有机会研究单词整合的方面，并在实践中研究《音乐中的单词艺术》，《独唱课》，《合唱》等科目。

“合唱指挥课”，“伴奏课”，“主要乐器课”等。

在音乐教学自我发展的需求不断增长的过程中，引入了整合单词和音乐的新训练工具，在音乐艺术单词学科内增强了学生个体发展的内在力量。

文章的作者将“自我教育”的概念理解为“系统的，有目的的学习活动，其主题是基于既定的动机和自愿动机，这促进了在教育和空闲时间中个人素质的发展。

”yganova，2011年）。

对于未来的教师-音乐家自我教育的系统组织，使用了在系统MOODLE（面向对象的模块化学习环境）系统中实施的“音乐中的词的艺术”电子课程。

在艺术课上的课程中，为音乐中的单词提供了就业机会，其目的是研究承包商在创作音乐作品的艺术形象时对诗歌文本的解释。

学生Anastasia Ch。

以普希金·A（Pushkin A）的诗歌对两种表演演绎以及格林卡的比较分析为例，完成了拟议的工作。

在表演者的艺术观念方面，各种解释相互对照。

在比较表演者以不同方式歌唱的相同短语诗歌文本的过程中，学生在每种解释中都识别出主要艺术形象的不同阴影。

例如，Anastasia Ch抒情英雄的一般形象。

在Bilan D.的表演中，这个年轻的梦幻年轻人，有点头晕。

在对阿克希波娃（Arkhipova）的解释中，他塑造了一个成年男子的形象，拥有丰富的内心世界，对一切事物持认真负责的态度。

根据学生的评论，Bilan D.在第一句中集中了单词“我”而不是“您”，给听众印象是，英雄而不是女性形象是他崇拜的对象。

英雄不仅看到女主人公的外在美，而且看到内在美。

分析结果表明，在工作过程中，以个人为导向的组织得到了增强的主观经验和批评，碰撞，体裁的个人功能，提供了生活的精神层面。

该学生主动选择浪漫进行详细研究，并表达了他们的独立判断，表明了对该学科的深刻理解。

根据Shchedrovitsky（1993）提出的正确组织终身学习的原则，应该指出，主动性和独立判断的表述是理想的表现。

结论
因此，我们可以得出结论，在研究过程中达到了目标。

在成功组织终身教育和美育教育的主要指标中，强调了主动性原则和在问题领
域和活动领域制定独立判断的原则。

作为一种有效的教育手段，开发了电子课程，旨在对音乐作品中的单词和音乐进行自我学习。

研究结果证明，在以人为本的基础上引入这些教育手段，可以实现教育过程参与者的主体关系，并在教育过程中运用对话形式，有助于提高主观体验和个人功能。

根据收到的和实验证实的结果，我们可以得出结论，实施创新的教育课程“音乐中的文字艺术作为面向学生的审美教育手段，将提高该过程的效率，并且将使将大学的教学工作与终身美学教育有机的统一起来。