【摘要】：律動是幼兒感知、理解和表現(xiàn)音樂最自然、最重要的途徑之一,幼兒在律動的過程中通過經(jīng)驗來學習并獲得相應的律動經(jīng)驗。幼兒園韻律活動作為幼兒園的集體教學活動,不僅需要幫助幼兒獲得更為全面的律動經(jīng)驗,還需促進幼兒律動經(jīng)驗的連續(xù)性發(fā)展。本研究通過梳理幼兒園韻律活動中幼兒律動經(jīng)驗的具體內(nèi)容,以期為幼兒園韻律活動中幼兒律動經(jīng)驗的選擇及幼兒律動經(jīng)驗的全面發(fā)展提供一定的參照;通過歸納和總結(jié),提出了幼兒園韻律活動中幼兒律動經(jīng)驗的教學建議,以期為幼兒園韻律活動中幼兒律動經(jīng)驗的教學以及幼兒律動經(jīng)驗的連續(xù)性發(fā)展提供一定的思路。為了能夠更深入的進行研究,本研究展開了兩次理論與實踐相結(jié)合的研究思路:其一,通過對“幼兒園韻律活動” “幼兒園韻律活動的價值” “幼兒園韻律活動的內(nèi)容”以及“幼兒園韻律活動中幼兒的律動經(jīng)驗”等相關文獻的搜索、梳理與分析;結(jié)合對近三年全國幼兒園音樂教學高級人才培養(yǎng)課程中幼兒園韻律活動視頻等相關實踐活動的逐級編碼,最終梳理出了幼兒園韻律活動中幼兒律動經(jīng)驗的具體內(nèi)容包括幼兒的動作經(jīng)驗(基本動作經(jīng)驗、合作動作經(jīng)驗;空間動作經(jīng)驗)和幼兒的合樂經(jīng)驗(合樂動作經(jīng)驗),并詳細闡述了幼兒各律動經(jīng)驗在幼兒園韻律活動過程中的體現(xiàn)及運用。其二,通過對“幼兒園韻律活動的教學原則”“幼兒園韻律活動的教學流程”以及“幼兒園韻律活動中幼兒律動經(jīng)驗的教學策略”等相關文獻的搜索與歸納;結(jié)合對近三年全國幼兒園音樂教學高級人才培養(yǎng)課程中幼兒園韻律活動視頻等教學實踐活動中教學流程、教學策略的觀察和總結(jié);結(jié)合研究者對幼兒園各年齡段韻律活動中幼兒律動經(jīng)驗的教學實踐,最終提出了幼兒園韻律活動中幼兒律動經(jīng)驗的教學建議,包括幼兒園韻律活動中幼兒各律動經(jīng)驗具體的教學建議以及幼兒園韻律活動中幼兒律動經(jīng)驗的教學組織建議。
[Abstract]:Rhythm is one of the most natural and important ways for children to perceive, understand and express music. Children learn through experience and acquire corresponding rhythmic experience in the process of rhythm. As a group teaching activity, kindergarten prosody activities not only need to help children acquire more comprehensive rhythmic experience, but also need to promote the continuous development of infant rhythmic experience. Through combing the specific contents of the children's rhythmic experience in the prosodic activities of kindergarten, this study hopes to provide certain reference for the choice of the infant's rhythmic experience and the all-round development of the infant's rhythmic experience in the kindergarten's prosodic activities. Through summing up and summing up, this paper puts forward some teaching suggestions on the children's rhythmic experience in kindergarten prosodic activities, in order to provide some ideas for the teaching of the infant's rhythmic experience and the continuous development of the infant's rhythmic experience in the kindergarten's prosodic activities. In order to carry on the research more deeply, this research has launched the research thought which the theory and the practice unifies two times: first, Through the search for the relevant documents such as "Kindergarten prosody activity", "the value of Kindergarten prosody activity," the content of Kindergarten Prosodic activity "and" Children's rhythmic experience in Kindergarten Prosodic activity ", this paper combs and analyzes the literature. Combining with the progressive coding of related practical activities such as video of kindergarten prosody activities and other related practical activities in the course of training senior talents in music teaching in national kindergartens in the past three years, Finally, the author combs out the specific contents of the children's rhythmic experience in kindergarten prosodic activities, including the children's action experience (basic movement experience, cooperative action experience); Space movement experience) and children's happy experience (chorus action experience), and elaborated the children each rhythm experience in the kindergarten prosody activity process embodiment and the application. Second, through "the kindergarten prosody activity teaching principle", "kindergarten prosody activity teaching flow" and "kindergarten prosody activity in the kindergarten rhythm experience teaching strategy" and so on related literature search and induction; Combined with the observation and summary of teaching process and teaching strategy in the past three years, the teaching process and teaching strategy of the kindergarten prosodic activity video in the course of training senior talents in the national kindergarten music teaching were observed and summarized. Combined with the researcher's teaching practice of the children's rhythm experience in the prosodic activities of different ages, the author finally puts forward the teaching suggestions of the children's rhythmic experience in the kindergarten prosodic activities. Including the kindergarten prosodic activities of children with specific rhythmic experience teaching suggestions and kindergarten prosodic activities in the teaching of rhythmic experience teaching suggestions.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.5

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