这是一个最好的时代，这也是一个最坏的时代。上世纪90年代初始盛行的功利主义让我们在短短的十几年间迅速地摆脱了经济上的贫困，却也让我们陷入了功利主义的泥潭。与整个中国发展同步的中国舞蹈以及中国舞蹈教育亦未能幸免。在一个以功利主义为价值取向的社会，舞蹈教育走向了极尽精英化的歧途，而忘记了舞蹈的本原是娱乐自我、健康身心，忘记了舞蹈教育的责任在于最终通过为社会创造价值来使得舞者个人的社会价值得到最大化的实现。作为一个富有理想和激情的舞蹈教育者，笔者为舞蹈在社会发展中起到的作用而兴奋；亦为发展中的中国舞蹈教育感到担忧。本文拟从比较研究的角度，通过对中国与瑞典两国舞蹈教育的历史与现状进行对比研究，试图为舞蹈教育提出有建设性的建议。全文由三部分构成；第一部分，梳理中国舞蹈教育发展的历史与现状。中国舞蹈沧桑的历史让人感叹，而由曲折历史演变而来的中国舞蹈教育体系也尚待完善，譬如教育理念中极尽精英化的功利烙印，培养目标与社会需求的脱节，传统的“权力主义教学模式”对舞蹈艺术创新的扼杀，如此等等。该部分以北京舞蹈学院为对象，剖析中国舞蹈教育现存的一些问题以及形成原因。第二部分，研析瑞典舞蹈教育发展的历史与现状。瑞典舞蹈教育体制的完善令人震撼，尤其是它充分体现人文关怀的教学理念、以学生为主体的自主互动教学模式以及最大限度还原舞蹈本意的教育制度设置等等。作为瑞典最高舞蹈学府，他们培养学生独立的艺术见解与科学的研究能力，具备对艺术观念的分析和反思，对待未来的工作有所设想并付之于行动，更重要的是将适用于社会的多个层面，使舞蹈文化最终转化为社会价值。最难能可贵的是，它把社会的需求作为舞蹈教育的终极目标。第三部分，着重以北京舞蹈学院和瑞典舞蹈学院这两所颇负盛名的国家一流舞蹈学府为例，分别从舞蹈教育的理念、师资队伍的建设以及教学的方法、培养的目标、毕业去向等方面进行比较分析，以期为中国舞蹈教育提出有建设性的意见和建议。在比较分析的基础上，笔者得出最终结论：首先，我们要树立正确的教育理念，因为教育理念的形成决定着教育培养的方向，并最终决定整个社会的舞蹈发展方向；其次，舞蹈教育需全方面培养舞蹈教育师资队伍，提高舞蹈教师素质，因为这将决定着社会舞蹈人才的整体水平；传统的“权力主义教学模式”必须予以改变，因为舞蹈教育的教学方法正确与否将决定最终的教学效果；最后，为社会创造价值，即个人的社会价值的实现，应为教育培养的终极目标。

It is now the best as well as the worst time.Since the beginning of 1990s, utilitarianism has become prevalent. Owing to it, we have on the one hand rapidly gotten free from poverty in a short time, on the other hand stuck in a mire of utilitarianism. Dance and dance education in China, which grow simultaneously with the social development, cannot escape from the mire either. In a society where utilitarianism is the orientation of value, dance education takes a wrong road by seeking the maximum elite ness, while forgetting the original meaning of dance is to entertain oneself and develop health body and mind, and the responsibility of dance education is to create value for society and thus realize dancer’s social value as much as possible.As a dance educator full of ideal and passion, I am excited for the contribution dance does to social development and meanwhile worried about the seriously problematic dance education in China. By comparing the histories and present situations of dance education in China and Sweden, this paper attempts to propose constructive opinions and suggestions on dance education. This paper consists of three parts.The first part is about the development history and present situation of dance education in China. Dance has gone through hard times in China; as a consequence, the dance education system in China has many serious problems. For example, the utilitarianism of seeking elite ness in educational concept, the disjunction of cultivation goal and social needs, the damage of traditional “authoritarianism teaching mode” to creativity of dance art, etc. Taking Beijing Dance Academy as the research target, this part analyzes some existing problems in China’s dance education and the reasons.The second part studies on the development history and present situation of dance education in Sweden. Dance education system in Sweden is shockingly perfect, as it fully embodies the teaching concept of “humanistic care”, independent interactive teaching mode in which students are the main body, and the design of educational system which can maximally reduce dance to its original meaning. As the highest dance academy in Sweden, it helps students develop independent artistic opinion and scientific research ability, analyze and reflect on artistic concepts, develop thoughts on future works and put it into practice. More importantly, students there are suitable for multiple levels of society, and make dance art finally develop and create social value. The most admirable point is that it sets social needs as the terminal goal of dance education.The third part focuses on Beijing Dance Academy and DH, the two famous first-rate dance institutes in their own countries. By comparing and analyzing the aspects like concept of dance education, construction of teaching staff, teaching methods, educational goal and graduation whereabouts, this paper proposes some constructive views and suggestions on dance education in China. On the basis of above-mentioned analysis, the author gets to the following conclusions. Firstly, we should establish correct educational concept, for its formation determines the orientation of education and cultivation and finally the developing direction of dance in the whole society; secondly, dance education should develop teaching staff in an over-all way and raise the dance teachers’ quality, for this practice will determine the general level of dancers in society; besides, traditional “authoritarianism teaching mode” must be changed, for the correctness of teaching methods in dance education will finally determine the teaching effects. Finally, to create values for society, in other words, the realization of individual’s social value should become the terminal goal of education.