Music, cognition and education
Music, cognition and education
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音乐、认知与教育
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
D. Damme
中科院分区：
文献类型：
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作者：
P. Kuhl;Soo;Sonia Guerriero;D. Damme
虽然优先考虑科学、技术、工程和数学 (STEM) 是开发满足社会日益增长的技术需求的课程的合理步骤，但培养沟通、合作、注意力和创造力等广泛认知和亲社会技能的方法虽然难以捉摸，但对于发展充满活力的劳动力和健康的社会至关重要。越来越多的证据表明，音乐的练习和研究可能就是这样的方法之一。本章探讨了音乐实践可以通过推动认知发展的各个方面来支持教育的方式，同时也提醒人们注意音乐学习、认知发展和教育本身与其社会文化背景密不可分的事实。这一事实对于音乐科学研究和 K-12 课程中音乐的适当实施都具有重要意义。
While the prioritisation of science, technology, engineering and mathematics (STEM) is a logical step in the effort to develop curricula that meet the increasing technical demands of society, methods of training broad cognitive and pro-social skills such as communication, cooperation, attention and creativity are elusive, yet critical, to the development of a dynamic workforce and healthy society. A growing body of evidence suggests that the practice and study of music may be one such method. The present chapter examines ways in which the practice of music may support education by driving aspects of cognitive development while also calling attention to the fact that music learning, cognitive development and education themselves are inextricably connected to their socio-cultural context. This fact holds important implications both for scientific research on music and for appropriate implementation of music in K-12 curricula.