摘 要
在全球文化交融的背景下，小学音乐教育作为文化传承的重要载体，亟需探索多元文化融合的有效路径。本研究以建构主义学习理论和文化相对论为指导，采用行动研究法、课堂观察法和深度访谈法，在北京市三所小学开展为期两年的教学实践探索。研究发现，通过构建“主题-元素-体验”三位一体的教学模式，将世界民族音乐元素有机融入课堂教学，能够显著提升学生的文化认知能力和审美素养。具体而言，研究创新性地设计了“文化拼图”、“音乐地图”和“跨文化对话”等教学活动，开发了包含12个主题单元的校本课程资源包。实践表明，实验班学生在音乐表现力、文化理解力和跨文化交流能力等方面较对照班有显著提升，教师的文化敏感性和教学创新能力也得到明显增强。研究还发现，家庭文化背景与学生对多元音乐的接受度呈正相关。本研究为小学音乐教育中的多元文化融合提供了可操作的教学模式和评价体系，对深化基础教育课程改革具有重要参考价值。
关键词：小学音乐教育；多元文化融合；建构主义；学习理论
A practical exploration of multi-culture integration in primary school music education
Abstract
In the context of global cultural integration, music education in primary schools, as an important carrier of cultural inheritance, urgently needs to explore an effective path of multicultural integration. Guided by constructivism learning theory and cultural relativity theory, this study adopts action research, classroom observation and in-depth interview methods to conduct a two-year exploration of teaching practice in three primary schools in Beijing. It is found that by constructing the teaching mode of "theme-element-experience" and organically integrating the elements of world folk music into classroom teaching, students' cultural cognitive ability and aesthetic quality can be significantly improved. Specifically, the research innovatively designed teaching activities such as "Cultural jigsaw Puzzle", "Music Map" and "Intercultural Dialogue", and developed a school-based curriculum resource package containing 12 thematic units. The practice shows that compared with the control class, the students in the experimental class have significantly improved their musical ex pression, cultural understanding and cross-cultural communication ability, and the teachers' cultural sensitivity and teaching innovation ability have also been significantly enhanced. The study also found that family cultural background was positively correlated with students' acceptance of diverse music. This study provides an operable teaching model and evaluation system for multi-cultural integration in primary school music education, and has important reference value for deepening the reform of basic education curriculum.
Keywords: Primary school music education; Multicultural integration; Constructivism; Learning theory
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景 1
（二）研究意义 1
（三）国内外相关研究现状分析 2
二、小学音乐教育多元文化融合的理论基础 3
（一）多元文化教育的理论框架 3
（二）音乐教育的文化属性分析 3
（三）小学生认知发展与文化接受特点 4
三、小学音乐教育多元文化融合的实践路径 6
（一）课程体系中的多元文化元素融入 6
（二）教学方法的创新与实践探索 6
（三）校园文化活动中的多元音乐呈现 7
四、小学音乐教育多元文化融合的实施效果与优化策略 9
（一）实施效果的评估指标体系构建 9
（二）当前实践存在的问题分析 9
（三）优化策略与发展建议 11
五、结论 12
参考文献 13
致 谢 14
