本文選題：幼兒園教育　切入點：音樂教育　出處：《華東師范大學》2008年碩士論文　論文類型：學位論文

【摘要】： 本研究旨在調查上海市幼兒園兒歌教學的現(xiàn)況,并進一步分析幼兒園不同等級、不同班別在兒歌教學中的差異性,根據(jù)研究結果,對教師、家長和未來研究者提出建議,以供參考。 本研究采問卷調查,研究對象以分層隨機叢集取樣,共抽取73所幼兒園,每一所幼兒園包括大、中、小、托班各一位教師。研究者根據(jù)文獻探討之結果,編制“上海市幼兒園兒歌現(xiàn)狀調查問卷”由研究者親自施測,共發(fā)放276份問卷,回收問卷216份,回收率78%,有效問卷184份,有效回收率為67%。通過對所得數(shù)據(jù)進行描述統(tǒng)計、單因子(One-way ANOVA)分析及Scheffe事后比較,獲得以下結論: 1、在兒歌語種方面,整體而言,教師以國語兒歌為主要教學內容,英語兒歌和各地方方言兒歌用的很少。以等級變項來看,示范、三級幼兒園比二級幼兒園較多使用英語兒歌。不同班別教師并無顯著差異。 2、在兒歌類型方面,整體而言,教師在兒歌教學中,使用大量的游戲歌,對于教師較少使用的數(shù)數(shù)歌、滑稽歌、連鎖調、教師認為學生整體偏好較高。以班別看,托班教師比大班教師選用較多的搖籃曲。大班對于謎語調、滑稽歌和繞口令的偏好高于小班。 3、在兒歌音樂特質方面,整體而言,教師在兒歌中使用較多的節(jié)拍是2/4拍和4/4拍的中速兒歌,教師認為學生的學習效果也是較好的,而教師較少考慮力度要素,一級和三級幼兒園4/4拍和3/4拍的學習上顯示出優(yōu)勢,以班別來看,大班優(yōu)于其它班級。 4、在兒歌教學方法上,教師經常使用的教學方法是邊唱邊做動作和齊唱,教師認為學生較喜歡邊唱邊用打擊樂器伴奏的教學方法,教師卻很少使用。差異比較結果是,三級幼兒園優(yōu)于示范、一級、二級幼兒園,大班優(yōu)于小班和托班。 5、在兒歌教學中學習內容的把握上,教師較突出語言的重要性,而忽略兒歌的音樂特質。不同等級、不同班別均無差異。 6、兒歌教材與教學資源的使用上,教師基本上以幼兒園規(guī)定的教材為主,自己創(chuàng)編的教材很少,使用教學資源以鋼琴為主。以等級來看,三級和一級幼兒園教師自己創(chuàng)編教材、使用打擊樂器多于二級幼兒園。 依據(jù)研究結論,對教師、家長及未來研究者提出建議。
[Abstract]:The purpose of this study is to investigate the current situation of nursery rhyme teaching in kindergartens in Shanghai, and to further analyze the differences between different grades and different classes in the teaching of children's songs. Based on the results of the study, suggestions are given to teachers, parents and future researchers. For reference. In this study, a questionnaire survey was conducted. The subjects were sampled by stratified random cluster, and 73 kindergartens were selected, each of which included a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher, a teacher and a teacher. The questionnaire on the status of nursery rhymes in Shanghai was compiled by the researchers, and 276 questionnaires were sent out, 216 of which were collected, the recovery rate was 78, the effective questionnaire was 184, and the effective recovery rate was 670.Through the data obtained, the data were described and counted. One-way ANOVA) analysis and Scheffe hindsight analysis show the following conclusions:. 1. In the language of children's songs, as a whole, teachers use Mandarin children's songs as their main teaching content, and few children's songs are used in English and local dialects. English children's songs are more used in three-level kindergartens than in second-level kindergartens. There is no significant difference among different teachers in different classes. 2. In terms of the type of children's songs, as a whole, teachers use a large number of game songs in the teaching of children's songs. For the few songs, funny songs and chain tones that teachers use less, the teachers think that the students' overall preference is higher. Class teachers choose more lullabies than large class teachers. Big classes prefer riddles, antics and tongue twisters to small classes. 3. In the aspect of children's song music characteristics, as a whole, teachers use more rhythms in children's songs, which are 2/4 beats and 4/4 beats, and teachers think that students' learning effect is also better, and teachers think less about the factors of strength. The study of 4/4 and 3/4 is superior to that of other classes. 4. In the teaching method of children's songs, teachers often use the teaching method of singing while doing movements and singing together. Teachers think that students prefer the teaching method of percussion instruments while singing, but teachers seldom use it. Three-level kindergarten is superior to demonstration, first-class, second-level kindergarten, large class is superior to small class and class. 5. In the learning content of children's songs teaching, teachers emphasize the importance of language, but ignore the musical characteristics of children's songs. There is no difference between different classes in different grades. 6. In the use of children's songs teaching materials and teaching resources, teachers basically mainly use the textbooks prescribed by kindergartens, and few textbooks are created by themselves, and the use of teaching resources is mainly piano. In terms of grades, teachers in third and first level kindergartens create their own textbooks. Percussion instruments are used more than secondary kindergartens. Based on the conclusions of the study, suggestions are made for teachers, parents and future researchers.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：G613.5

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本文編號：1630864