本文選題：小學(xué)　切入點(diǎn)：師生互動(dòng)　出處：《渤海大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：2001年教育部頒布的《基礎(chǔ)教育課程改革綱要試行》中明確指出,教師在教學(xué)過(guò)程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展。教學(xué)離不開(kāi)師生間的交往,它是一種有組織、有目的的師生互動(dòng)過(guò)程。然而,在我國(guó)大部分小學(xué)的音樂(lè)教學(xué)實(shí)踐過(guò)程中,師生互動(dòng)在內(nèi)容及形式等方面還存在著比較大的提升空間。本文從小學(xué)音樂(lè)課堂教學(xué)現(xiàn)狀出發(fā),針對(duì)小學(xué)音樂(lè)課堂四個(gè)基本教學(xué)環(huán)節(jié)提出問(wèn)題并給出相應(yīng)對(duì)策,以期為音樂(lè)教育教學(xué)水平的提高提供一定的參照。論文主要結(jié)構(gòu)由緒論,正文,結(jié)論三個(gè)板塊組成。正文分四大部分:第一部分,對(duì)小學(xué)音樂(lè)課堂師生互動(dòng)進(jìn)行整體概述。包括:音樂(lè)課堂互動(dòng)理論基礎(chǔ)、解讀小學(xué)音樂(lè)學(xué)段課程目標(biāo)、音樂(lè)課學(xué)科特點(diǎn)、以及師生互動(dòng)的特征與原則。第二部分,對(duì)小學(xué)音樂(lè)課堂師生互動(dòng)的現(xiàn)狀調(diào)查與分析。通過(guò)訪談法、問(wèn)卷調(diào)查法、觀察法,對(duì)大連、北京、杭州、西安四個(gè)城市的八所小學(xué)進(jìn)行實(shí)地調(diào)查,了解我國(guó)小學(xué)音樂(lè)課堂師生互動(dòng)現(xiàn)狀,并對(duì)結(jié)果進(jìn)行分析。第三部分,提出小學(xué)音樂(lè)課堂四個(gè)基本教學(xué)環(huán)節(jié)存在的問(wèn)題:1、教唱環(huán)節(jié)具體問(wèn)題為:教師課堂教學(xué)缺乏主導(dǎo)作用、對(duì)“以學(xué)生為主體”原則缺乏科學(xué)把握、教師對(duì)多媒體依賴程度較高;2、音樂(lè)欣賞環(huán)節(jié)具體問(wèn)題為:音樂(lè)欣賞體驗(yàn)性不足、師生缺乏情感共鳴、欣賞曲目缺乏具象化;3、音樂(lè)基礎(chǔ)知識(shí)教學(xué)具體問(wèn)題為:教學(xué)形式單一、教學(xué)缺乏循序漸進(jìn)、音樂(lè)基礎(chǔ)知識(shí)實(shí)踐性的缺失;4、器樂(lè)教學(xué)具體問(wèn)題為:教學(xué)形式單一、教師與學(xué)生缺乏合作互動(dòng)、器樂(lè)教學(xué)重視程度不夠。第四部分,對(duì)改善小學(xué)音樂(lè)課堂師生互動(dòng)提出對(duì)策。以明確教師課堂教學(xué)中的主導(dǎo)作用、教師科學(xué)把握“以學(xué)生為主體”原則、多媒體的合理運(yùn)用作為教唱環(huán)節(jié)的師生互動(dòng)對(duì)策;以重視音樂(lè)欣賞的體驗(yàn)性、重視師生情感共鳴、提高音樂(lè)欣賞曲目的具象化水平作為音樂(lè)欣賞環(huán)節(jié)的師生互動(dòng)對(duì)策;以音樂(lè)基礎(chǔ)知識(shí)教學(xué)形式多樣化、教學(xué)要循序漸進(jìn)、提高音樂(lè)基礎(chǔ)知識(shí)實(shí)踐性作為音樂(lè)基礎(chǔ)知識(shí)環(huán)節(jié)的師生互動(dòng)對(duì)策;以豐富器樂(lè)教學(xué)形式、重視師生器樂(lè)合作互動(dòng)、寓器樂(lè)于音樂(lè)課堂教學(xué)中作為器樂(lè)教學(xué)環(huán)節(jié)的師生互動(dòng)對(duì)策。
[Abstract]:In 2001, the Ministry of Education promulgated the outline of basic Education Curriculum Reform, which clearly pointed out that teachers should actively interact with students and develop together in the process of teaching. Teaching is inseparable from the communication between teachers and students, and it is a kind of organization. However, in the practice of music teaching in most primary schools in China, there is still much room for improvement in the content and form of teacher-student interaction. In view of the four basic teaching links of primary school music classroom, the paper puts forward the question and gives the corresponding countermeasure, in order to provide certain reference for the improvement of the teaching level of music education. The main structure of the paper is from the introduction, the main body, the text, Conclusion the text is divided into four parts: the first part is an overall overview of the teacher-student interaction in primary school music classroom, including: the theoretical basis of music classroom interaction, the interpretation of primary school musicology curriculum objectives, the characteristics of music lessons. And the characteristics and principles of teacher-student interaction. The second part, the investigation and analysis of the current situation of teacher-student interaction in primary school music classroom. Through interviews, questionnaires, observation, Dalian, Beijing, Hangzhou, Eight primary schools in four cities of Xi'an have carried out field investigations to understand the current situation of teacher-student interaction in music classrooms in primary schools in China, and to analyze the results. This paper points out that there are four basic teaching links in primary school music classroom: question: 1. The specific problems of teaching and singing are: teachers' lack of leading role in classroom teaching and lack of scientific grasp of the principle of "taking students as the main body". Teachers are highly dependent on multimedia, and the specific problems of music appreciation are: insufficient experience of music appreciation, lack of emotional resonance between teachers and students, lack of figurative appreciation of music tracks, and concrete problems in the teaching of basic music knowledge: single teaching form. The problems of instrumental music teaching are as follows: single teaching form, lack of cooperation and interaction between teachers and students, insufficient attention to instrumental music teaching. Part 4th. Some countermeasures are put forward to improve the teacher-student interaction in primary school music classroom. In order to clarify the leading role of teachers in classroom teaching, teachers should scientifically grasp the principle of "taking students as the main body" and the rational use of multimedia as the interactive countermeasures of teachers and students as the link of teaching and singing. To pay attention to the experience of music appreciation, attach importance to the emotional resonance of teachers and students, and improve the concrete level of music appreciation as the interactive countermeasures of music appreciation, the teaching forms of music basic knowledge should be diversified, and the teaching should be gradual and orderly. In order to enrich the teaching form of instrumental music, to attach importance to the cooperative interaction of instrumental music between teachers and students, and to put instrumental music in music classroom teaching as the teacher-student interaction countermeasures.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.71

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