学前教育专业声乐课程思政融合的机制与路径研究——基于文化认同与建构主义视角

Research on the Mechanisms and Pathways for Integrating Curriculum Ideological and Political Education into Vocal Music Courses for Preschool Education Majors:APerspective Based on Cultural Identity and Constructivist Learning Theory

Against the backdrop of the comprehensive advancement of Curriculum Ideological and Political Education (CIE) in Chinese higher education, the educational function of vocal music courses for preschool education majors should extend beyond the instruction of vocal techniques, singing skills, and stage performance. Instead, it should promote cognitive development through the integration of musical aesthetics, cultural understanding, and value cultivation. Based on cultural identity theory and constructivist learning theory, this study examines the pedagogical application of red classic music, art songs based on ancient Chinese poetry, and local red musical resources from Shandong Province. It analyzes the current challenges in implementing CIE within university-level vocal music courses, including fragmented integration of educational content, insufficient contextualized learning experiences, and limited assessment mechanisms. Accordingly, this study proposes an integrated framework consisting of “cultural understanding—contextual experience—emotional identification— practical transformation—assessment feedback.” The findings suggest that the effective implementation of CIE in vocal music education requires coordinated efforts in curriculum development, immersive learning environment design, multimodal practical teaching, and process-oriented assessment reform. Through engagement with musical works, performance practices, and educational applications, students can simultaneously enhance their professional competencies, strengthen cultural identity, and develop a sense of professional responsibility as future preschool educators.

本文在课程思政深入推进背景下，学前教育专业声乐课程的育人功能不应止步于发声方法、演唱技巧与舞台表现训练，更应在音乐审美、文化理解和价值引领之间形成认知进阶。本文基于文化认同理论与建构主义学习理论，结合红色经典音乐、古诗词艺术歌曲和山东地方红色音乐资源的教学应用，分析当前高校声乐课程思政实施中内容融合碎片化、情境体验不足、评价体系单一等问题，进而提出“文化理解—情境体验—情感认同—实践转化—评价反馈”的融合框架。研究认为，声乐课程思政的有效实施需要从课堂建设、沉浸式情境创设、多模态实践教学和过程性评价改革等方面协同推进，使学生在作品学习、演唱实践与教育传授中完成专业能力提升、增进文化认同和职业责任意识养成。