基于皮亚杰认知发展理论的人音版音乐教材对比研究——以小学三年级为例

摘要

2022年《义务教育艺术课程标准》正式发布，重构音乐学科四大核心素养，成为中小学音乐教材修订的核心依据。人民音乐出版社2024年出版教材作为对标新课标的首轮修订版本，在内容编排、曲目选择、版面设计、活动设置等方面均作出系统性调整。本文以皮亚杰认知发展阶段论为理论支撑，选取人音版2013版、2024版，以三年级音乐上下册教材为研究对象，从理论依据、教材版本概况、教学内容、宏观结构、微观图文设计等多个维度展开对比分析，结合小学三年级学生所处具体运算阶段的认知、记忆、思维、行为特征，剖析2024版教材修订的优势与现存不足，并提出针对性优化建议，旨在为小学中段音乐教材编写、课堂教学实践以及音乐课程改革提供参考。

Abstract

The Compulsory Education Art Curriculum Standards (2022 Edition) was officially released, reconstructing four core competencies of music, which serves as the fundamental basis for the revision of primary and secondary school music textbooks. The textbooks published by the People’s Music Publishing House in 2024 represent the first round of revisions aligned with the new curriculum standards, with systematic adjustments made in content organization, repertoire selection, layout design and activity arrangement. Supported by Piaget’s theory of cognitive developmental stages, this paper takes the 2013 and 2024 editions of People’s Music Publishing House textbooks (Volume 1 and Volume 2 for Grade Three) as research objects. It conducts a comparative analysis from multiple dimensions including theoretical foundation, overview of textbook editions, teaching contents, macro structure and micro graphic-text design. Combined with the cognitive, memory, thinking and behavioral characteristics of third-grade primary students in the concrete operational stage, this paper analyzes the strengths and existing deficiencies of the 2024 revised textbooks and puts forward targeted optimization suggestions. It aims to provide references for the compilation of music textbooks for the middle grades of primary school, classroom teaching practice and music curriculum reform.

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