大别山革命老区红色音乐文化资源中小学教学转化的实践研究

摘要

本文以大别山革命老区红色音乐文化资源为研究对象，立足立德树人与新时代学校美育相关政策要求，采用文献研究、资源梳理、课程教学设计等研究方法，剖析大别山红色音乐资源的育人价值，厘清当前该类本土资源向中小学教学转化存在资源零散、教学浅表化、课程体系缺失等现实困境。研究梳理大别山红色音乐的艺术与精神内涵，结合义务教育艺术课程标准与中小学生学情特点，确立教学资源筛选依据，围绕“坚守信念、胸怀全局、团结一心、勇当前锋”的大别山精神，构建《红音永传：大别山精神音乐传承系列课程》，设计四套主题化音乐教学单元，完成歌唱、欣赏、创意实践等课型的教学流程开发。研究表明，大别山红色音乐资源具备转化为中小学美育教学素材的可行性；通过主题单元式教学设计，能够实现本土红色音乐资源从历史文化资源向学校教育教学资源的转化，可为中小学红色美育、课程思政以及地方红色文化校本课程开发提供实践范例，助力青少年赓续红色基因，落实立德树人根本任务。

Abstract

This paper takes the red music cultural resources of the revolutionary old area of Dabie Mountain as the research object. Based on the requirements of moral education and the policies of school aesthetic education in the new era, it adopts research methods such as literature review, resource sorting, and curriculum teaching design to analyze the educational value of the red music resources of Dabie Mountain. It clarifies the current practical difficulties in the transformation of such local resources into teaching materials for primary and secondary schools, including the fragmentation of resources, superficial teaching, and the absence of a curriculum system. The paper also studies and sorts out the artistic and spiritual connotations of the red music of Dabie Mountain, combines the compulsory education art curriculum standards and the learning situation of primary and secondary school students, establishes the basis for selecting teaching resources, and builds the "Red Music Continues: Series of Music Transmission Courses for Dabie Mountain Spirit" based on the Dabie Mountain spirit of "sticking to beliefs, having a broad perspective, uniting as one, and taking the lead bravely". It designs four thematic music teaching units and develops the teaching processes of singing, appreciation, and creative practice. The research shows that the red music resources of Dabie Mountain have the feasibility of being transformed into teaching materials for aesthetic education in primary and secondary schools. Through thematic unit-based teaching design, it can realize the transformation of local red music resources from historical and cultural resources to school education and teaching resources, providing practical examples for the development of red aesthetic education in primary and secondary schools, curriculum ideological education, and local red culture school-based courses. It helps young people inherit the red genes and implement the fundamental task of moral education.

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