"Reading" And "Dialogue" Principle In Multicultural Music Education

This paper Starting from the thought of the historical origins of the multi-cultural music education and also the development of it,in order to discusses the diversity of today’s multi-cultural music education type,then to discusses the advantages and disadvantages of the music education paradigm in the practice of multicultural music education,thus leads to the author’s music sense of meaning and his music discipline view. Through the discussion on the meaning of "significance", combined with Ernst Cassirer’s symbol theory, introducing the debate of the music "noumenon" into the cultural dimension, and expounds the author’s music culture view.Then,through argumentation, the author deduced that the multi-cultural music education is for building a "relationship" between "people" and their living multi-cultural field of music, Then to defined in the discussion and explanation of "relation" to the field of cultural symbol’s understanding level. Then, the paper discusses the function and importance of maintaining the relationship between culture and the "people", and explains the educational value of the multi-cultural music education which based on the "relationship".After explaining and defining the principle and the field of this theory, the author explores the principles of the "reading" teaching style in music education and the feasibility of it which based on the level of symbolic understanding,and make music education anthropology examples and some “reading” symbols in music to demonstrate it.Finally, in the last chapter,the author explores the significance and value of the "dialogue trans-cultural" that introduce into the music education theory, which is based on the principle of "educational dialogue ".