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“多元化”一词并不鲜见,在20世纪末中国的各个领域里,尤其是在经济领域中,贯用此语以概定其非同一性,但对教育,尤其是职业舞蹈艺术教育而言,“多元化”则显得十分虚浮,似乎仅仅停留在口头上。 当我们举步迈向21世纪之际; 当我们细读《中共中央国务院关于深化教育教学改革全面推进素质教育的决定》和《面向21世纪教育振兴行动计划》之时; 当我们面对着全国舞蹈教育越来越清晰的层次格局之分化的局面时; 当我们获悉舞蹈“特长生”在清华、北大等高校,可享有50分的优惠录取分数时; 当我们了解到长沙一市仅周六、日两天自3岁-12岁非职业学习舞蹈的少儿竟达8000余人时; 当我们看到旅游、娱乐场所的歌舞表演档次越来越高雅时;
The term “pluralism” is not uncommon. In the late twentieth century, in all fields in China, especially in the economic field, the term was used to determine its non-identity. However, for education in education, especially in vocational dance art, Say, “diversification” is very vague, it seems only stay verbally. When we take a step toward the 21st century, when we read the “Decision of the CPC Central Committee and the State Council on Deepening Education and Teaching Reform to Promote Quality Education in an All-Round Way” and the “Action Plan for the 21st Century Education Rejuvenation”; when we face the national dance Education more and more clear when the level of the differentiation of the situation; when we learned that the dance “extra-long life” in Tsinghua University, Peking University and other colleges and universities, enjoy preferential admission scores of 50 points; when we learned that Changsha, a city only on Saturday, When the children of 3 -12-year-old amateur learning to dance reached more than 8,000 days a day for two days, when we saw more and more elegant songs and dances in the tourist and entertainment venues,