Abstract
This paper, as an attempt to find a solution to the problem of ‘Identity Crisis’ brought about by the traditional spoon-feeding Education Mode, explores to construct a new mode of vocal music teaching characterized by an interaction on an equal and democratic footing between learners and the teacher in light of Habermas’ Communicative Action theory. This new mode, taking into consideration students’ personalities and characteristics, can help to cultivate their innovative spirit and practical ability, hence enhancing the expressiveness of the teaching content and bettering teaching effect and the quality of vocal music talents.
Highlights
This paper, as an attempt to find a solution to the problem of ‘Identity Crisis’ brought about by the traditional spoon-feeding Education Mode, explores to construct a new mode of vocal music teaching characterized by an interaction on an equal and democratic footing between learners and the teacher in light of Habermas’ Communicative Action theory
Li (2014), who applied the theory into vocal music teaching and constructed a new mode of interaction between students and the teacher as a solution to the identity crisis which had appeared in the field
The author applies the Communicative Action theory to her own teaching practice trying to provide some ideas on the construction of the new communicative mode of vocal music teaching, which is illustrated as follows
Summary
There is not much research conducted in the area of the new-type vocal music teaching in the domestic research literature. An example is the study conducted by Ch. Shi and Sh. Jin, who analyzed the role played by the teacher in vocal music instruction based on a case in the place they live and work in and put forward some representative teaching issues. Li (2014), who applied the theory into vocal music teaching and constructed a new mode of interaction between students and the teacher as a solution to the identity crisis which had appeared in the field. In recent years identity crisis arises in the field of vocal music instruction, manifested by the inconsistence between the theories and techniques imparted and the teaching effect gained. This, in a great degree, deviates from the nature of art instruction which requires customized face-to-face interaction since it is a process of art creation and re-creation This large-class instruction discourages emotional communication between students and the teacher. The teaching practice of vocal music in Chinese tertiary institutions has long been divorced from students’ living world, concretely manifested as tedious lecturing of vocal music theories and skills, lacking the spirit of the times, hierarchy and vividness in the content and the method
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