(3)根據(jù)區(qū)域?qū)嶋H科學(xué)發(fā)展課程，使音樂教育契合不同地域文化發(fā)展需要

　　中小學(xué)音樂教育是增強(qiáng)人們對(duì)文化認(rèn)同并傳承的重要渠道。我國(guó)地區(qū)差異大，不同地域具有獨(dú)特的社會(huì)人文和音樂戲曲傳統(tǒng)。地方音樂課程設(shè)計(jì)可在國(guó)家課標(biāo)的基礎(chǔ)上充分考慮地方民情和學(xué)情，使其具有更多地方特色和自主創(chuàng)新性。音樂教育管理可進(jìn)一步加強(qiáng)一線教師和社會(huì)藝術(shù)人文專家的參與度，使美育能夠切實(shí)發(fā)揮社會(huì)文化的認(rèn)知關(guān)聯(lián)、優(yōu)秀藝術(shù)傳統(tǒng)的傳承、深厚文化藝術(shù)素養(yǎng)的培育等功能。

　　注釋

　　1Argine Safari,National Association for Music Education Excitement,Equity,Exploration:Music Education in Finland，載網(wǎng)址：https：//nafme.org/excitement-equity-exploration-music-education-in-finland，最后登錄日期：2022年3月24日。

　　2Finnish National Board of Education(2016),New National Core Curriculum for Basic Education:Focus on School Culture and Integra‐tive Approach，載網(wǎng)址：https：//nafme.org/excitement-equity-exploration-music-education-in-finland，最后登錄日期：2022年3月25日。

　　3(1) Graham Strahle,Music Australia，載網(wǎng)址：https：//musicaustralia.org.au/2017/06/finlands-music-education-system-how-it-works/，最后登錄日期：2020年8月12日。

　　4(2)王忻然，林鳳怡：《芬蘭小學(xué)音樂教育標(biāo)準(zhǔn)：內(nèi)容、特征及啟示》，《人民音樂》2021年第5期，第82-86頁。

　　5(3) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　6(4) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　7(1) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　8(2)張希：《美國(guó)當(dāng)代中小學(xué)音樂課程的教學(xué)標(biāo)準(zhǔn)與實(shí)施研究現(xiàn)狀》，《外國(guó)中小學(xué)教育》2017年第5期，第23-27頁。

　　9(3) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　10(4) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　11(5) A.Sepp,A-M.I.Ruokonen&H.S.J.Ruismäki，“Design of Music Syllabi in Estonian and Finnish National Core Curricula for Comprehensive Schools”,Procedia:Social and Behavioral Sciences,Vol.45(2012),pp.428-437.

　　12(6) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　13(7) Marja-Leena Juntunen，“National Assessment Meets Teacher Autonomy:National Assessment of Learning Outcomes in Music in Finnish Basic Education Music”,Music Education Research,Vol.19,no.1(2017),pp.1-16.

　　14(1) Lauri Vakeva and Heidi Westerlund，“The Method of Democracy in Music Education”,Action,Criticism,and Theory for Music Educa‐tion,Vol.6,no.4(2007),pp.96-108.