“四史”教育融入高校思政课教学的五维逻辑进路

历史照亮过去，历史启迪未来。以党史、新中国史、改革开放史、社会主义发展史为核心内容的“四史”教育，是以历史为基础的思想政治教育。从党史、新中国史、改革开放史、社会主义发展史中挖掘思想政治理论课教育资源，对高校传承红色基因、落实立德树人根本任务具有重要的指导意义。以庆祝中国共产党成立100周年为契机，将“四史”教育融入高校思想政治理论课教学，必须遵循相应的逻辑理路：树立正确党史观、坚定理想信念的价值追求是融入的逻辑立场；强化大历史观、理解党的伟大贡献是融入的逻辑方法；坚持内在统一性、把握“四史”教育的整体性逻辑是融入的基本前提；抓住侧重点、精准对接各门大学生思想政治理论课程是融入的逻辑核心；坚持实践逻辑、引导大学生从“四史”中汲取智慧和力量是融入的根本遵循。     

魏晋哲学新变与礼乐建构

魏晋既是中国思想史变革最为剧烈的时段,也是传统礼乐观念的重要调试期。玄学作为礼乐变革的背景,它很好地应对了轴心时代以来儒、道两家在言与意、有与无等问题上的分歧,并进行了哲学性弥合。玄学家对"有"的肯定,为儒家礼乐(广义)信仰的延续、"礼乐"(狭义)内涵的升华提供了空间。就前者而言,尽管何晏、王弼、郭象等人思想有所差异,但都表现出对"礼乐形态"的肯定;就后者而言,玄学家通过以自然内涵置换道德内涵的方式,赋予狭义"礼乐"新意,使其获得了本体论和价值论的合法性,并实现了与时代雅乐建设实践的互通。     

Systematization of Kazakh music in Mongolia: activities of theater and radio station during the Soviet era

ABSTRACT

This paper examines the systematization of Kazakh music in Mongolia during the Soviet era in Bayan-Ölgiy Province, focusing on the music collection and preservation activities led by a theater and radio station. Bayan-Ölgiy is located far from Ulaanbaatar; adjacent to Kazakhstan, Xinjiang (China), and Russia. Using three–years participation observation, this study identified three activities in promoting the systematization of Kazakh music in Mongolia: importing musical knowledge and technology from the Soviet Kazakh Republic (1950–1960s); establishing a radio station and audio archive following the Sino-Soviet split (1960s–1980s); collections of Kazakh music in Mongolia (1960s–1980s). These activities were driving forces for Kazakhs to claim their identity in the post-socialist period in Mongolia. Diener found that Kazakh culture in Mongolia was preserved thanks to the geographic isolation of Bayan-Ölgiy. However, this study clearly identifies international relations and Bayan-Ölgiy’s strategic location as drivers of systematization of Kazakh music in Mongolia.     

Side-by-Side on Stage - Music and Drama Form a Bridge between Acting Students and People with Dementia in an Intergenerational Group Work

ABSTRACT

This article presents an intergenerational music and drama therapy groups comprised of twelve people with dementia residing in a nursing home and twelve acting students from the community.

The qualitative research aimed to explore the students’ attitudes towards elderly people, and to understand the role of creative arts therapies in facilitating intergenerational relationships. Qualitative content analysis of students’ weekly reports and questionnaires revealed the gradual process of connection between the students and people with dementia. Engaging in a creative act helped the students to discover the strengths and abilities of people with dementia and to see beyond the disease.     

传统音乐在学校的传承：国际议题和挑战

传统音乐是每个国家都具备的文化元素之一，透过学习和传承传统音乐，可以有效继承和发展自身的本土文化；然而传统音乐在学校课程中面对多方困难和挑战，亚洲各国多以西方音乐作为学校音乐课程的主导，传统音乐则被边缘化。本文先审视传统音乐在当代音乐环境中面临的困境，再介绍一个全面了解音乐传统的理论架构，从而了解不同的音乐传统的独特性和价值，提出音乐文化并无高低之分，并寄语有关当局重新审视本土传统音乐文化在学校教育中的价值和地位。     

Underground testing: Name-altering practices as probes in electronic music

Name-altering practices are common in many creative fields—pen names in literature, stage names in the performing arts, and aliases in music. More than just reflecting artistic habits or responding to the need for distinctive brands, these practices can also serve as test devices to probe, validate, and guide the artists’ active participation in a cultural movement. At the same time, they constitute a powerful probe to negotiate the boundaries of a subculture, especially when its features are threatened by appropriation from the mass-oriented culture. Drawing evidence from electronic music, a field where name-altering practices proliferate, we outline dynamics of pseudonymity, polyonymy, and anonymity that surround the use of aliases. We argue that name-altering practices are both a tool that artists use to probe the creative environment and a device to recursively put one’s creative participation to the test. In the context of creative subcultures, name-altering practices constitute a subtle but effective form of underground testing.     

日本新订高中历史课程之特点与启示

2018年3月,日本发布新的《高等学校学习指导要领》。这是日本自第二次世界大战后70多年来,对高中课程最大规模的一次修订,体现了日本高中教育发展的新趋势,标志着日本从此告别“宽松教育”而走向“生存能力”教育。由“历史综合”“日本史探究”“世界史探究”组成的新高中历史课程,立足“人”的发展,构建了“必修+选修、通史+专题”的课程体系,课程内容更加突出本国史与世界史的联系,课程学习倡导“主题+探究”的学习方式。日本高中历史课程的内容设置及特点启示我们,高中历史课程编制应加强中国史与世界史的横向关联,课程内容应体现探究性学习要求。     

应用性高等教育课程模式研究

在研究借鉴德国、澳大利亚等发达国家以及我国台湾地区发展本科以上层次应用性高等教育和高等技职教育的经验,以及北京联合大学专业教学改革试点实践的基础上,提出了我国本科应用性高等教育的一个新的课程模式(NCM),涉及应用性高等教育的培养对象、培养目标、课程体系,在已经试点的专业基础上,按照NCM的理念,经过改进给出了两个NCM专业课程方案案例。     

谈学习民歌的意义

从《诗经》到现在的《中国民歌集成》都真实地反映了许多历史故事、人物及人民的生活。每一个历史时期都有其不同的表现形式、不同的风格及丰富的内容,了解和学习民歌的意义不仅在于它的形式和风格,更重要的是深含在其中的民族文化的精华,体现出一种不屈、乐观和奋发自信的民族精神,了解和学习民歌是陶冶情操,加深修养,提高文化素质的重要内容。也是加强爱国主义教育,促进精神文明建设的有效途径。     

浅谈少数民族学生的民族音乐、舞蹈教育

本篇论文主要阐述了在少数民族学生中如何继承、发展、弘扬少数民族音乐文化的几点做法。