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Notice bibliographique
Résumé
The philosophy of multi-cultural music education has more and more increased its influence on some Western countries such as U.S.A. and Canada. This trend is not so strange because their students come from various ethnic groups. In addition, the development of ethno-musical study has supported the philosophy. Korean people have the same ethnic origin, use the same language, and enjoy the common culture. Korean students, however, need to know and experience other ethnic cultures because the world of today is increasingly getting near. Each country seems to be very difficult to exist without understanding other countries and their cultures. If then, what meaning does the philosophy of multi-cultural music education have in the context of the recent Korean music education? I tried to figure out the theoretical background of the multi-cultural education and the meaning for the music education of Korea, specifically, in terms of Korean music teaching through this study. Some people who support the multi-cultural education mentioned the equity among various ethnic cultures. For instance David Elliott insisted that any ethnic group`s culture, even European music, should not be the center of music curriculum. However, it is not possible for music teachers to deal with various music equally because of teachers` cultural limits. It is believed that a music teacher`s understanding shows a certain center which reflects his or her cultural background. For instance, although a Canadian music teacher may try to do the best in applying the ideal of multi-cultural equity, there might be Canadian music in the center of his or her lessons since he or she still lives in Canadian musical culture. Same thing will happen for a Korean music teacher. What are the implications of the multi-culturalism for Korean music education? First, Korean music educators need to understand the meaning of the multi-cultural approach in a specific context of Korean culture. Second, we need to recognize that Korean music will be the center of curriculum in the school music classes. Third, the development of Korean music is a responsibility of Korean people in the 21st century of the world. Fourth, the education of Korean music should be strengthen in general music classes. Fifth, proper equipment and instructional materials of Korean music should be prepared. Finally, Korean government needs to create a new educational system through which Korean music teachers can introduce Korean music not only to Korean children in foreign countries but also to other countries` people.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,013 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle