浅析义务教育阶段艺术课程标准背景下的课程综合——以音乐学科为例

An Analysis of Curriculum Synthesis under the Background of Art Curriculum Standards in Compulsory Education Stage: Taking Music as an Example

The “Art Curriculum Standards for Compulsory Education (2022 Edition)” has revised the education orientation, content structure, and inter stage connection of music courses in the compulsory education stage, and integrated the curriculum standards for music, art, dance, drama (including traditional Chinese opera), and film and television (including digital media art) into a comprehensive design. In 2001, the eighth curriculum standard reform in China had already proposed the concept of curriculum integration. But how to better achieve this goal has aroused the thinking and exploration of scholars such as teachers, students, and researchers. The author will analyze and study the concept of “curriculum integration” in the content of music courses, and propose implementation paths and strategies to improve curriculum integration in response to the problems that arise during the implementation process of curriculum integration.

音乐课标组在继承和弘扬《义务教育音乐课程标准（2011 年版）》精神的基础上，遵循艺术课程标准的总体要求，进一步明确了义务教育阶段艺术课程标准中音乐学科的总体要求。《义务教育艺术课程标准（2022 年版）》对义务教育阶段音乐课程的课程育人导向、课程内容结构、学段间的衔接等方面进行修改，将音乐、美术、舞蹈、戏剧（含戏曲）、影视（含数字媒体艺术）课程标准进行了一体化的课程综合设计。而在2001 年，我国的第八次课程标准改革中已经提出了课程综合化理念。但如何更好地实现这个目标，引起了教师、学生、教研员等学者们的思考和探究。笔者将对音乐课标中的“课程综合”理念进行分析和研究，针对课程综合实施过程中出现的问题，提出提高课程综合化的实施路径和策略。