【摘要】：本研究采用質(zhì)的研究方法中的目的抽樣法和訪談法收集資料。研究?jī)?nèi)容包括對(duì)5-6歲兒童音樂(lè)欣賞過(guò)程中審美移情的描述、審美移情的發(fā)生和審美移情的特點(diǎn)。 本研究認(rèn)為兒童的審美移情就是：兒童在音樂(lè)作品欣賞的過(guò)程中受音樂(lè)作品所表達(dá)的情感的影響,通過(guò)想象和聯(lián)想把自己的主觀感情、意志投射到音樂(lè)作品當(dāng)中,仿佛音樂(lè)同自己一樣也是帶有生命的,此時(shí)兒童與音樂(lè)實(shí)現(xiàn)了物我同一。 關(guān)于5-6歲兒童音樂(lè)欣賞中審美移情的發(fā)生,研究者認(rèn)為：音樂(lè)是通過(guò)音高、音強(qiáng)、音長(zhǎng)這些方面的排列組合而形成的旋律,旋律使音樂(lè)產(chǎn)生了一種張“力”,這種“力”是帶有情感的表現(xiàn)性的。當(dāng)兒童內(nèi)心的“力”與音樂(lè)所表現(xiàn)的情感具有相似對(duì)應(yīng)性的時(shí)候,兒童的感官會(huì)發(fā)生轉(zhuǎn)移,從而產(chǎn)生聯(lián)覺(jué)現(xiàn)象。隨著兒童情感體驗(yàn)的不斷復(fù)雜和深入,音樂(lè)與兒童情感之間的界限就漸漸地模糊了,正是這樣才使音樂(lè)看上去有了人的生命與情感,于是就產(chǎn)生了審美移情。 研究者認(rèn)為5-6歲兒童的審美移情具有無(wú)意識(shí)性、個(gè)體性、情感性、直覺(jué)性、模糊性的特點(diǎn)。由于兒童缺乏理性思考自己情緒的能力和戀母情結(jié)使兒童的審美移情具有無(wú)意識(shí)性。兒童對(duì)音樂(lè)的體驗(yàn)基于個(gè)體的生活經(jīng)驗(yàn)和自己獨(dú)特的審美視角,所以兒童審美移情具有個(gè)體性的特點(diǎn)。情感是音樂(lè)創(chuàng)作者、音樂(lè)作品、兒童之間的紐帶,所以兒童在音樂(lè)欣賞中的審美移情具有情感性。5-6歲的學(xué)前兒童不會(huì)從概念、推理等這樣理性的方面來(lái)感受音樂(lè),而是依靠自己的直覺(jué)不假思索把握和體悟音樂(lè),所以兒童音樂(lè)欣賞中的審美移情具有直覺(jué)性的特點(diǎn)。一段樂(lè)曲結(jié)束后兒童只能有一些不確定的印象,所以他們的審美移情呈現(xiàn)出了多義性和不確定性,兒童處于不自覺(jué)的非理性狀態(tài)之下所產(chǎn)生出來(lái)的審美移情具有模糊性。 針對(duì)5-6歲兒童音樂(lè)欣賞活動(dòng)的發(fā)生機(jī)制和特點(diǎn),研究者對(duì)促進(jìn)兒童音樂(lè)欣賞活動(dòng)中審美移情的發(fā)生提出了幾點(diǎn)意見(jiàn)：首先教師盡量采用形象化和情感化的欣賞方式；其次是教師與幼兒之間要建立起平等對(duì)話的關(guān)系；最后,教師要選擇具有強(qiáng)烈表現(xiàn)性的、經(jīng)典的音樂(lè)作品供兒童欣賞,使兒童易于發(fā)生審美移情。
[Abstract]:The aim sampling method and interview method of qualitative research methods were used to collect data. The research includes the description of aesthetic empathy, the occurrence of aesthetic empathy and the characteristics of aesthetic empathy in the process of music appreciation of 5-6-year-old children. This study holds that children's aesthetic empathy is that children are influenced by the emotion expressed by music works in the process of appreciating music works, and project their subjective feelings and will into music works through imagination and association. It is as if music is as alive as itself, when children and music realize the same thing as me. On the occurrence of aesthetic empathy in music appreciation of 5-6-year-old children, the researchers believe that music is a melody formed by arrangement and combination of pitch, intensity and length, and melody makes music produce a kind of "power". This "power" is an emotional expression. When the children's inner "power" is similar to the emotion expressed by music, the children's senses will shift and thus produce synaesthesia. With the continuous complexity and deepening of children's emotional experience, the boundaries between music and children's emotions are gradually blurred. It is in this way that music appears to have human life and emotion, and thus produces aesthetic empathy. The researchers believe that the aesthetic empathy of 5-6-year-old children has the characteristics of unconsciousness, individuality, emotion, intuition and vagueness. Children's aesthetic empathy is unconscious because of their lack of rational thinking ability and Oedipus complex. Children's experience of music is based on individual life experience and their own unique aesthetic perspective, so children's aesthetic empathy has individual characteristics. Emotion is the bond between music creators, music works, and children, so children's aesthetic empathy in music appreciation is emotional. 5-6-year-old preschool children do not feel music from such rational aspects as concept, reasoning, and so on. But rely on their own intuition to grasp and realize music, so the aesthetic empathy in the appreciation of children's music has the characteristics of intuition. After a piece of music, children can only have some uncertain impressions, so their aesthetic empathy presents ambiguity and uncertainty, and the aesthetic empathy produced by children in an unconsciously irrational state is ambiguous. In view of the occurrence mechanism and characteristics of music appreciation activities of 5-6-year-old children, the researchers put forward some suggestions to promote the occurrence of aesthetic empathy in children's music appreciation activities: firstly, teachers try their best to adopt visual and emotional ways of appreciation; Secondly, it is necessary to establish the relationship of equal dialogue between teachers and children, and finally, teachers should choose the classical music works with strong expression for children to enjoy, so that children are prone to aesthetic empathy.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：J605

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