本文選題：社會(huì)古箏教學(xué) + 手段模式　； 參考：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：箏,作為中華優(yōu)秀音樂文化之載體流傳至今,其外形構(gòu)造設(shè)計(jì)、調(diào)式音律選擇,符合東方人典雅的審美標(biāo)準(zhǔn),是備受世人喜愛和青睞的民族樂器之一。改革開放以來,隨著人民物質(zhì)生活水平的提高,國家素質(zhì)教育的實(shí)施和民族音樂深入發(fā)展,人們對精神生活的需求也越來越強(qiáng)烈,越來越多的人認(rèn)識(shí)到音樂教育在素質(zhì)教育中的重要性,學(xué)習(xí)民族樂器的人數(shù)與日俱增,古箏社會(huì)教育教學(xué)也隨著時(shí)代的大發(fā)展煥然一新,全國各地各種古箏培訓(xùn)機(jī)構(gòu)如雨后春筍般出現(xiàn)在社會(huì)教育市場。作為“古箏之鄉(xiāng)”的揚(yáng)州城,古箏產(chǎn)業(yè)的持續(xù)發(fā)展帶動(dòng)著這座城市古箏教育齊頭并進(jìn),揚(yáng)州古箏藝術(shù)的普及程度在全國來說都處于領(lǐng)先地位。為順應(yīng)社會(huì)教學(xué)環(huán)境中學(xué)生的認(rèn)知水平、接受能力及學(xué)習(xí)目標(biāo)差異多樣的特點(diǎn),在古箏教學(xué)活動(dòng)(尤其是社會(huì)古箏教學(xué))中,教師采用的教學(xué)方式、教學(xué)內(nèi)容、教學(xué)環(huán)節(jié)等形成的古箏教學(xué)模式也呈現(xiàn)出多樣性,如何在利用教學(xué)模式在提高教學(xué)質(zhì)量則起到了至關(guān)重要的作用,成為吸引學(xué)生、指導(dǎo)學(xué)生對于古箏教學(xué)評(píng)測的重要手段,進(jìn)而形成較系統(tǒng)化的古箏教學(xué)形態(tài)構(gòu)成。本文以“教”與“學(xué)”的模式探索為主線:對揚(yáng)州市區(qū)范圍內(nèi)社會(huì)古箏教學(xué)(模式)進(jìn)行調(diào)查研究發(fā)現(xiàn)教學(xué)模式的多樣,但這些教學(xué)模式里教學(xué)結(jié)構(gòu)的形成有共同點(diǎn),原因在于古箏教學(xué)中的教學(xué)結(jié)構(gòu),其中包括教學(xué)方式、教學(xué)手段、教學(xué)形式甚至教學(xué)內(nèi)容(古箏教學(xué)大綱)在“教”與“學(xué)”心理時(shí)空信息交流同一性。因此,筆者通過調(diào)查問卷的形式對揚(yáng)州社會(huì)古箏教學(xué)工作各項(xiàng)環(huán)節(jié)進(jìn)行總結(jié),整合揚(yáng)州社會(huì)古箏教育教學(xué)活動(dòng)中的共性特點(diǎn),分析并利用揚(yáng)州社會(huì)古箏教育的教學(xué)對象學(xué)生在各種教學(xué)模式影響下的學(xué)習(xí)認(rèn)知規(guī)律,對揚(yáng)州社會(huì)古箏教學(xué)進(jìn)行思考和展望。文章主體部分共分為四章。第一章,筆者主要對揚(yáng)州較為典型的社會(huì)古箏教學(xué)模式進(jìn)行闡述和總結(jié),發(fā)現(xiàn)揚(yáng)州古箏產(chǎn)業(yè)市場的蓬勃發(fā)展推動(dòng)著揚(yáng)州社會(huì)古箏教育事業(yè)的繁榮,經(jīng)調(diào)查綜合所羅列的典型教學(xué)模式進(jìn)行比對,調(diào)查表明縱使教學(xué)模式形態(tài)各異下,但教學(xué)結(jié)構(gòu)大相庭徑,從而引發(fā)第二章對實(shí)踐調(diào)查的分析研究。該章從歷史角度、人文環(huán)境及揚(yáng)州古箏教育的發(fā)展進(jìn)行闡述分析,并通過教學(xué)與認(rèn)知規(guī)律的解讀對其教學(xué)模式結(jié)構(gòu)共性根源進(jìn)行探究。第三章承接前兩章的闡述,筆者匯總所調(diào)查的社會(huì)古箏典型教學(xué)模式,并進(jìn)行梳理、研究;歸納總結(jié)現(xiàn)階段揚(yáng)州社會(huì)古箏教育教學(xué)模式及教師教學(xué)理論指導(dǎo)、學(xué)生認(rèn)知、運(yùn)用規(guī)律;第四章是筆者對揚(yáng)州社會(huì)古箏教育及教學(xué)模式研究的思考與建設(shè)性提議。
[Abstract]:Zheng, as the carrier of Chinese excellent music culture, is one of the most popular musical instruments in the world. Since the reform and opening up, with the improvement of the people's material living standards, the implementation of national quality education and the in-depth development of national music, people's demand for spiritual life has become more and more intense. More and more people are aware of the importance of music education in quality education, the number of people learning national musical instruments is increasing day by day, and the social education and teaching of guzheng has taken on a new look with the great development of the times, Guzheng training institutions all over the country have sprung up in the social education market. As the "hometown of Zheng" Yangzhou City, the sustained development of Guzheng industry drives the education of guzheng in this city, and the popularization of the art of Yangzhou Guzheng is in the leading position in the whole country. In order to adapt to the characteristics of students' cognitive level, receptive ability and learning goals, teachers adopt teaching methods and contents in guzheng teaching activities (especially in social guzheng teaching). The guzheng teaching mode formed by teaching links also presents diversity. How to make use of the teaching mode to improve the teaching quality plays an important role in attracting students and guiding students to evaluate the teaching of zither, and how to use the teaching mode to improve the teaching quality has become an important means to attract students and guide students to evaluate the teaching of guzheng. And then form a more systematic Guzheng teaching form. This paper takes the exploration of "teaching" and "learning" as the main line: the investigation and research on the guzheng teaching (mode) in Yangzhou urban area shows that there are various teaching modes, but the formation of teaching structure in these teaching models has common ground. The reason lies in the teaching structure of Guzheng teaching, which includes teaching method, teaching means, teaching form and even teaching content (guzheng teaching outline) in the "teaching" and "learning" psychological space-time information exchange identity. Therefore, the author summarizes the various links of Yangzhou society guzheng teaching by questionnaire, and integrates the common features of Yangzhou society guzheng education and teaching activities. This paper analyzes and makes use of the cognitive law of students' learning and cognition under the influence of various teaching modes to think and prospect the teaching of guzheng in Yangzhou society by using the teaching object of guzheng education in Yangzhou society. The main body of the article is divided into four chapters. In the first chapter, the author mainly expounds and summarizes the typical social guzheng teaching mode in Yangzhou, and finds that the vigorous development of Yangzhou guzheng industry market promotes the prosperity of Yangzhou social guzheng education. By comparing the typical teaching models listed in the investigation, the investigation shows that although the teaching patterns are different in shape, the teaching structure has a large phase diameter, which leads to the analysis and study of the practical investigation in the second chapter. This chapter expounds and analyzes the development of Yangzhou guzheng education from the historical point of view, humanistic environment, and explores the common roots of its teaching pattern structure through the interpretation of teaching and cognitive laws. The third chapter carries on the exposition of the first two chapters, the author collects the typical teaching mode of Guzheng in the society investigated, combs it, studies it, summarizes the current Yangzhou social guzheng education teaching model and teachers' teaching theory guidance, students' cognition, The fourth chapter is the author's thoughts and constructive suggestions on the education and teaching mode of Guzheng in Yangzhou society.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：J632.32-4;G77

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