自党的十八大以来，中国特色社会主义进入新时代，已实现全面建成小康社会的百年奋斗目标，人们对物质生活的需求已逐步转向对美好精神生活的向往。然而在培育未来接班人的教育领域，技能化、碎片化、工具化等固有观念仍占有一席之地，以人为本、追求自由全面发展、促进精神生活与物质生活和谐发展的新时代教育，亟需一种能由内而外焕发学生之情感、心灵、精神力量的审美教育，以促进其身、心、灵的和谐统一，应对空心病、审美教育处境尴尬等时代性问题。

美育作为本然的审美教育，肩负重要的时代使命，然而受礼乐传统、儒教文化等影响，我国美育与德育有着“剪不断，理还乱”的历史关系，美育之情感、心灵、精神等特性价值未得到充分挖掘，美育之于当代全人发展的重要地位尚存大量可发展空间。音乐教育作为实施美育的重要途径，天然具有贴进心灵、与身体同频共振的特有属性，因此围绕音乐教育的定位问题，探讨其针对性的教育问题、自身特性价值、以及特性价值被关注与实现的情况，具有较为现实的教育意义。

伴随“双减”政策、美育政策、艺术新课标等国家宏观文件的制定与颁发，音乐教育领域正面临一场时代性变革，而相关文件能否有效贯彻执行的前提，在于从教育之时代性、美育之历史性、音乐美育之特性及心灵与精神性等维度进行深入剖析，提出具有指向性的音乐美育观。本文基于此，力图发挥一线教育工作者与美育理论研究者的双重身份优势，结合教育观察、实地调研与量化研究、文献研究、跨学科迁移分析等研究手段，以期使一线音乐教育者及美育理论研究者从教育、美育、音乐美育三个层面，对音乐美育之时代性、历史性、心灵与精神性需求获得更为立体的感知，拓展音乐美育改革的多元可能性。

本文理论研究思路是：基于对审美教育处境尴尬所引发的空心病之时代背景分析，引发对音乐教育定位的思考，结合文献分析及自身审美成长经历，推翻“技能——情感——高峰体验”之线性发展的“阶段说”，构建三者融合统一、共同成长、协同发展的“融合说”。以此回应技能化、碎片化、工具化的观念问题，及以美唤情为核心、尊重音乐特性价值、挖掘心灵及精神价值的音乐教育定位问题。提出回归音乐本位的主张，及一种指向自在与超越（“融合说”）的音乐美育观。

本文按照提出问题——分析问题——回答问题的撰写逻辑，首先提出现代教育空心病的问题，进而分析中国审美教育的发展与尴尬处境、音乐之美及音乐教育的美育价值，最终以“回归音乐本位：一种指向自在与超越的音乐美育观”回答问题，具体如下：

第一章提出现代教育空心病的问题，从时代性视角阐述技能化、碎片化、工具化等观念性问题，及主体缺失、情感缺失、价值观缺失等教育需求；第二章分析中国审美教育的发展与尴尬处境，梳理我国现当代美育观演变历程，探讨美育与德育的关系处理问题；第三章分析音乐之美及音乐教育的美育价值，从旋律、节奏、和声三方面阐述音乐美育的特性价值，探讨美育性教学要素，并构建以美唤情为核心、兼具以美育德、以美启智、以美践行功能的音乐美育功能体系；第四章得出“回归音乐本位：一种指向自在与超越的音乐美育观”的问题答案，详细阐述自在与超越的音乐美育观内涵，通过心理学、哲学、教育哲学等跨学科理论迁移，延展音乐美育的心灵及精神性价值，并回归音乐教学领域、探讨自在与超越之音乐美育观的三个核心路径：打破边界——达成“高峰体验”——形成自育系统。

本研究的探索创新有三：一、从时代之维，提出以音乐美育应对时代问题的解决策略，明确音乐教育的定位问题。关注由审美教育尴尬处境所引发的教育空心病之时代问题，提出应充分重视美育之情感、心灵、精神价值，深挖音乐教育以美唤情的核心功能及心灵与精神性高阶价值，提供“回归音乐本位：一种指向自在与超越的音乐美育观”的解决策略；二、从理论之维，提出“融合说”。打破音乐教育中“技能——情感——高峰体验”的线性发展“阶段说”，构建三者协同发展的“融合说”；三、从实践之维，拓宽音乐教育的发展蓝图。深挖音乐美育之心灵及精神性高阶价值，延展音乐美育之于学生终身性、自育性、超越性等人性成长价值，并回归音乐课堂，探讨其在音乐教学中的核心路径。

Since the 18th National Congress of the Communist Party of China, socialism with Chinese characteristics has entered a new era and has achieved the centenary goal of building a moderately prosperous society in all respects, and people's needs for material life have gradually shifted their yearning for a better spiritual life. However in the field of education, skills, fragmentation, tools, inherent ideas still occupy a place, people-oriented, the pursuit of free and comprehensive development, promote the harmonious development of spiritual life and material life of education, needs a kind of a glow students' emotion, mind, spiritual power of aesthetic education, to promote the harmony of the body, heart, spirit, dealing with hollow disease, aesthetic education situation awkward times problems.

Aesthetic education as the natural aesthetic education, the important mission, however, influenced by tradition, Confucianism culture, aesthetic education and moral education has "cut, disorderly" historical relationship, aesthetic education of emotion, mind, spiritual characteristics value is not fully tap, aesthetic education in the important position of contemporary human development is still a lot of development space. As an important way to implement aesthetic education, music education naturally has the unique attribute of sticking to the mind and resonance with the body with the same frequency. Therefore, centering on the positioning of music education, the targeted education problems, its own characteristic value, and the characteristic value are concerned about and realized, with more realistic educational significance.

With the "double reduction" policy, aesthetic education policy, art curriculum national macro file formulation and issued, music education field is facing a time change, and the relevant documents can effectively implement the premise, is from the era of education, aesthetic education, the characteristics of music aesthetic education and spiritual and spiritual dimension, put forward a directional point of music aesthetic education. Based on this, this paper tries to play a line of education workers and aesthetic education theory researchers the dual identity advantage, combined with education observation, field research and quantitative research, literature research, interdisciplinary migration analysis research means, in order to make a line of music educators and aesthetic education theory researchers from education, aesthetic education, music, music aesthetic times, historic, spiritual and spiritual demand for more three-dimensional perception, expand the possibility of music aesthetic education reform.

In this paper is: based on the aesthetic education situation caused by the time of hollow disease background analysis, cause the thinking of music education orientation, combined with the literature analysis and their aesthetic growth experience, overthrow the "skills —— emotional —— peak experience" linear development "stage", build three fusion unity, common growth, the coordinated development of "fusion". In this way, it can respond to the education problems of skill, fragmentation and tool, as well as the orientation problems of music education with beauty as the core, respecting the characteristics and value of music, and exploring the spiritual and spiritual values. Put forward the proposition of returning to the music standard, and a kind of musical aesthetic education pointing to freedom and transcendence ("fusion theory").

This paper according to the questions —— —— answer questions writing logic, first put forward the problem of modern education hollow disease, and analyze the development of Chinese aesthetic education and embarrassing situation, the aesthetic education of the beauty of music and value of music education, finally to "return to music standard: a point to comfortable and beyond the music aesthetic view" answer questions, specific as follows:

The first chapter raises the problem of hollow disease in modern education, Explain specific issues such as skill, fragmentation and instrumentalization from the perspective of The Times, And the lack of subject, emotional lack, lack of values and other educational needs; Chapter 2 analyzes the development and awkward situation of Chinese aesthetic education, Combing through the evolution process of the modern and contemporary aesthetic education concept in China, To explore the relationship between aesthetic education and moral education; Chapter 3 analyzes the beauty of music and the aesthetic value of music education, Explain the characteristics and value of musical aesthetic education from the three aspects of melody, rhythm and harmony, Exploring the teaching elements of aesthetic education, And to build a function system of music aesthetic education, with beauty as the core, with aesthetic education, wisdom with beauty and practice function by beauty; The fourth chapter draws the answer to the question of "returning to music standard: a kind of musical aesthetic education pointing to ease and transcendence", Elaborating on the connotation of free and beyond music aesthetic education, Through the transfer of interdisciplinary theories such as psychology, philosophy, and philosophy of education, Extend the spiritual and spiritual value of music aesthetic education, And return to the field of music teaching and discuss the three core paths of freedom and transcendence: breaking the boundary —— reach "peak experience" —— form a self-education system.

There are three innovative explorations in this study: firstly, from the perspective of the times, proposing solutions to the problems of the times through music aesthetic education, and clarifying the positioning of music education. Pay attention to the issue of educational hollowing out caused by the awkward situation of aesthetic education in the era, and propose that full attention should be paid to the emotional, spiritual, and spiritual values of aesthetic education. Deeply explore the core function of music education to evoke emotions through beauty and the higher-order values of soul and spirituality, and provide a solution strategy of "returning to the music standard: a music aesthetic education view that points to freedom and transcendence"; 2、 From a theoretical perspective, propose the "fusion theory". Breaking the linear development stage theory of "skills emotions peak experiences" in music education, and constructing a "fusion theory" of coordinated development among the three; 3、 From a practical perspective, broaden the development blueprint of music education. Deeply explore the spiritual and spiritual values of music aesthetic education, extend the value of music aesthetic education to students in terms of lifelong, self-education, transcendence, and other human growth values, and return to the music classroom to explore its core path in music teaching.