创造力是人类特有的一种综合性本领，它涉及产生新思想、发现和创造新事物的能力，是经济、社会、科技进步的重要力量，也是新时代发展进程中人才竞争的重要能力。“创造”领域在《义务教育艺术课程标准（2022年版）》课程内容中有着非常重要的地位，音乐创造教学凸显了音乐对于学生创造力、创新思维方面的特殊地位与价值。初中作为一个关键的学段，正是培养学生创造力的黄金时期。本研究聚焦于初中音乐教学中“创造领域”的编创部分，旨在探讨如何通过多样化的音乐创造教学方法有效融入不同课型，优化音乐教学实施，促进学生审美素养与创新能力同步提升。

第一章为绪论部分，阐述了选题背景、依据、研究的理论与实践意义以及研究现状。第二章为相关概念概述，论述了创造的概念，明确了本研究的核心概念，包括音乐创造教学的概念以及《义务教育艺术课程标准（2022年版）》中学生应具备的音乐创造知识和能力。第三章为初中音乐编创教学的现状调查与分析，笔者进入实践学校对初中音乐编创教学现状进行实地调查，概述研究对象，并通过问卷调查与教师访谈收集数据，进而细致分析，归纳总结出初中音乐编创教学实践中的主要问题。第四章为教材梳理，笔者梳理了人教版初中音乐教材中关于音乐编创教学的内容，并根据《义务教育艺术课程标准（2022年版）》和人教版七年级上册音乐教材，设计了相关的音乐编创方法，激发学生音乐创造力，促进其主动参与和创新思维发展，为初中音乐编创教学提供新颖有效的实践路径。第五章为新课标下初中音乐编创教学的路径研究，笔者深入分析了人教版七年级上册教材的编写特色及其音乐逻辑，设计了与音乐要素紧密相连的教学方案，包括旋律、节奏和多声部三个编创维度。为增强教学实践性和现代性，笔者引入音乐制作软件，详细阐述了其使用步骤。在教学实践中，笔者系统记录教学流程，细致观察学生反应和创作成果，旨在通过精心设计的活动，提升学生音乐创造力、技术操作能力和团队协作能力。第六章为总结性篇章，在理论探讨、实践探索和深刻反思后，总结了音乐编创教学存在的问题，并结合前期研究，从教师、学生和教学组织机构三方面分析了当前实施的主要因素，系统提出了实施策略与建议，包括：革新音乐编创教学观念，走出音乐编创教学的误区；提升教师的双重能力；展示与记录创作成果；注重音乐编创中的生活化教学；加强团队精神与创新思维；重视音乐编创教学的连续性；提供多渠道的音乐编创教学环节七个部分。

Creativity is a unique and comprehensive ability of human beings. It involves the capacity to generate new ideas, discover and create new things. It is an important force for economic, social and technological progress, and also an important ability in the competition for talents in the development process of the new era. The "creative field" holds a very important position in the curriculum content of the "Compulsory Education Art Curriculum Standards (2022 Edition)". The teaching of music composition highlights the special status and value of music in terms of students' creativity and innovative thinking. Junior high school, as a crucial educational stage, is precisely the golden period for cultivating students' creativity. This study focuses on the creation part of the "creative field" in junior high school music teaching, aiming to explore how to effectively integrate diverse music creation teaching methods into different types of classes, optimize the implementation of music teaching, and promote the simultaneous improvement of students' aesthetic literacy and innovation ability.

Chapter One is the introduction part, which expounds the background and basis of the topic selection, the theoretical and practical significance of the research, as well as the current research status. Chapter Two provides an overview of related concepts, discussing the concept of creation, the generation of creativity and its influencing factors. It clarifies the core concepts of this study, including the concept of music creation teaching and the music creation knowledge and abilities that students should possess in the "Compulsory Education Art Curriculum Standards (2022 Edition)". Chapter Three is about the investigation and analysis of the current situation of music composition teaching in junior high schools. The author entered the practice school to conduct on-site investigations of the current situation of music composition teaching in junior high schools, summarized the research objects, and collected data through questionnaires and teacher interviews. Then, through detailed analysis, the main problems in the practice of music composition teaching in junior high schools were summarized. Chapter Four is a review of the teaching materials. The author has sorted out the content related to music composition teaching in the People's Education Edition junior high school music textbooks. Based on the "Compulsory Education Art Curriculum Standards (2022 Edition)" and the People's Education Edition music textbook for Grade 7, Volume 1, relevant music composition methods have been designed to stimulate students' musical creativity, promote their active participation and the development of innovative thinking. Provide novel and effective practical paths for music creation teaching in junior high schools. Chapter Five is a study on the path of junior high school music composition teaching under the new curriculum standards. The author has deeply analyzed the compilation characteristics and musical logic of the People's Education Edition of the first volume of the seventh grade textbook, and designed a teaching plan closely linked to musical elements, including three composition dimensions: melody, rhythm, and polyphonic. To enhance the practicality and modernity of teaching, the author introduces music production software and elaborates on its usage steps in detail. In teaching practice, the author systematically records the teaching process, carefully observes students' responses and creative achievements, aiming to enhance students' musical creativity, technical operation ability and teamwork ability through elaborately designed activities. Chapter 6 is a concluding chapter. After theoretical discussion, practical exploration and profound reflection, it summarizes the problems existing in music composition teaching. Combined with previous research, it analyzes the main factors for the current implementation from three aspects: teachers, students and teaching organization structure, and systematically puts forward implementation strategies and suggestions, including: innovating the concept of music composition teaching and getting out of the misunderstandings of music composition teaching; Enhance the dual capabilities of teachers; Display and record the creative achievements; Pay attention to life-oriented teaching in music arrangement and creation; Strengthen team spirit and innovative thinking; Attach importance to the continuity of music composition teaching; It offers seven parts of multi-channel music composition teaching links.

[1]豆军红.音乐创造力的结构与培养[M].成都：四川大学出版社，2021.

[2]（美）戴维·埃里奥特.关注音乐实践—新音乐教育哲学[M].齐雪，赖达富译.上海：上海音乐出版社，2020.

[3]（英）帕梅拉·伯纳德.实践中的音乐创造[M].喻意译.上海：上海音乐出版社，2015.

[4]秦润明.音乐课程与教学论通用教程[M]. 上海：上海三联书店，2012.

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[7]（美）贝内特·雷默.音乐教育的哲学[M]. 熊蕾译.北京：人民音乐出版社，2003.

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2.学位论文类

[1]淮小璐.上海市嘉定区安亭高级中学音乐创编与协作教学探究[D].扬州：扬州大学，2023.

[2]韩非凡.创造力视域下音乐编创教学设计与实践研究——以大连市M中学为例[D].大连：辽宁师范大学，2023.

[3]孙琦.中小学音乐创编教学中存在的问题及对策[D].沈阳：沈阳师范大学，2022.

[4]吴秉旭.指向核心素养的初中音乐欣赏教学策略研究[D].长春：东北师范大学，2021.

[5]高晓蝶.即兴编创在初中音乐教学中的实践探究——以扬州市田家炳实验中学为例[D].扬州：扬州大学，2021.

[6]杨希童.初中音乐教学中的创编活动实践探究——以武汉市J初级中学为例[D].扬州：扬州大学，2021.

[7]彭娜.小学音乐课中“创造领域”的教学实践研究[D].贵阳：贵州师范大学，2018.

[8]朱梦雪.初中音乐教学中的即兴创作方法研究[D].威海：鲁东大学，2016.

[9]马梦淳.新课标下中小学“音乐创作”教学的理论与实践研究[D].重庆：重庆师范大学，2015.

[10]王雪峰.义务教育阶段音乐创新教育理论研究[D].武汉：华中师范大学，2013.

[11]达米楼.创造性因素的研究对艺术教育的启发[D].上海：华东师范大学，2012.

[12]房思园.中小学音乐教育中培养创造性的方法探析[D].石家庄：河北师范大学，2006.

3.学术期刊类

[1]习近平.扎实推动教育强国建设[J].求是，2023（18）.

[2]缪裴言.创作教学活动设计与课例—创作教学方法研究[J].中国音乐教育，2018（10）43.

[3]喻意.在即兴创作教学中发展学生的创造力[J].中国音乐教育，2017(16).

[4]王毅辉.初中音乐创造教学方法探究—以前郭县第一中学为例[J].当代音乐，2016(16).

[5]郭小利.中国当代音乐教育哲学研究的回顾与展望[J].中国音乐学，2015(01).

[6]佟贺.我国中小学音乐创造教学的回顾与思考[J].当代音乐，2015(19).

[7]张悦心.中小学音乐课创编教学初探[J].教学与管理，2014(24).

[8]高建进.学校音乐教育新体系的教学目标、内容与方法[J].人民音乐，2014(01).

[9]罗凌.音乐即兴创造教学现状调查与对策研究[J].民族音乐，2012(01).

[10]郭小利.美国的音乐创造教育研究[J].中国音乐，2009(03).

[11]王耀华.音乐创造为核心的音乐教育哲学观[J].中国音乐教育，2007(07).

[12]阎柏林.关于培养中小学生音乐创造能力的思考[J].课程·教材·教法，2001(12).

[13]丁念金，冯震.创造力训练课程开发的基本思路[J].课程·教材·教法，2015(06).

[14]林见南.音乐创作创造力：概念来源、界定依据、内涵与定义[J].第七届中国音乐家协会音乐心理学学会学术研讨会论文集，2021.

[15]向哲.浅谈中小学音乐课中的音乐创作[J].科教文汇（中旬刊），2019(02).

4.其他

[1]中共中央办公厅，国务院办公厅.关于全面加强和改进新时代学校美育工作的意见[N].新华社，2020.10.15.

[2]中国社会科学院语言研究所词典编辑室.现代汉语词典（第7版）[Z].北京：商务印书馆，2016.