本文選題：音樂(lè)教育　切入點(diǎn)：初中音樂(lè)欣賞課　出處：《天津師范大學(xué)》2017年碩士論文

【摘要】：音樂(lè)教育,是培養(yǎng)人的活動(dòng),是對(duì)學(xué)生進(jìn)行審美的教育,促進(jìn)學(xué)生情緒體驗(yàn)、培養(yǎng)情感態(tài)度及價(jià)值觀的活動(dòng)。音樂(lè)通常是與心靈、生活經(jīng)驗(yàn)、情感體驗(yàn)密切相關(guān)的。音樂(lè)教育不僅擁有藝術(shù)感染力,同時(shí)具有娛樂(lè)功能,更具有教化與教育作用。因此,音樂(lè)教育是一種特殊的教育,有著其他學(xué)科所不具備的特殊功能及教育意義。在學(xué)校音樂(lè)教育中,音樂(lè)欣賞課是中學(xué)音樂(lè)課程體系中的重要組成部分。它蘊(yùn)含了更為豐富的音樂(lè)、文學(xué)、歷史等知識(shí),能夠使學(xué)生借助所學(xué)來(lái)抒發(fā)情感,促進(jìn)身心各因素的平衡、協(xié)調(diào)與發(fā)展;能讓學(xué)生在欣賞的過(guò)程中領(lǐng)會(huì)音樂(lè)知識(shí)、培養(yǎng)審美能力、發(fā)揮想象空間、激發(fā)音樂(lè)創(chuàng)造力;還能夠順應(yīng)學(xué)生的身心發(fā)展規(guī)律,促進(jìn)學(xué)生視聽(tīng)、審美、情感態(tài)度與價(jià)值觀的形成與發(fā)展。因此,音樂(lè)欣賞課是促進(jìn)學(xué)生全面發(fā)展、培養(yǎng)學(xué)生音樂(lè)審美能力、提高學(xué)生情感表達(dá)能力的重要途徑。然而,我國(guó)初中音樂(lè)欣賞課的教學(xué)當(dāng)中還普遍存在一些問(wèn)題,如在音樂(lè)教學(xué)內(nèi)容上,重視音樂(lè)作品相關(guān)知識(shí)的學(xué)習(xí),忽視了學(xué)生的有效聆聽(tīng)與主觀感受;如音樂(lè)欣賞課以教師為中心、以教材為中心,過(guò)度依賴多媒體等設(shè)備及課件,忽視了學(xué)生的主體地位;如在音樂(lè)欣賞課中,教師存在重視度不夠、對(duì)教材與課程的重難點(diǎn)把握不足、教學(xué)方法缺乏創(chuàng)新;如在音樂(lè)欣賞課中,學(xué)生存在參與度不夠、積極性不足等。音樂(lè)是無(wú)國(guó)界的,音樂(lè)欣賞課的教學(xué)也應(yīng)該突破學(xué)科內(nèi)的局限,尋求全面、多方位的發(fā)展。針對(duì)上述問(wèn)題,本文視音樂(lè)欣賞課為一種獨(dú)特、綜合的音樂(lè)教育形式,以初中學(xué)段的音樂(lè)欣賞課為研究對(duì)象,結(jié)合音樂(lè)課堂觀摩與自己的教學(xué)實(shí)踐,在學(xué)習(xí)教育學(xué)、心理學(xué)的基礎(chǔ)上,將音樂(lè)欣賞課分為"知、情、意、行"四個(gè)階段來(lái)研究。"知"是指認(rèn)知;"情"是指情緒、情感體驗(yàn);"意"是指思想意識(shí);"行"是指實(shí)踐行為。這四個(gè)環(huán)節(jié)是上好一堂音樂(lè)欣賞課的基本框架結(jié)構(gòu),它們?cè)诮虒W(xué)過(guò)程中緊密聯(lián)系,由表及里、由淺入深、環(huán)環(huán)相扣,最終達(dá)到實(shí)現(xiàn)學(xué)生音樂(lè)審美"內(nèi)化于心、外化于行"的教學(xué)目的。本論文是對(duì)當(dāng)前初中音樂(lè)欣賞教學(xué)教學(xué)現(xiàn)狀的思考,旨在探尋音樂(lè)欣賞課教學(xué)的新方法,嘗試以"知、情、意、行"四階段來(lái)解決初中學(xué)段音樂(lè)欣賞課所存在的問(wèn)題,對(duì)初中音樂(lè)欣賞課教育教學(xué)提出一些不成熟的建議。目的是使教師的教學(xué)有道可循,使學(xué)生們能夠喜歡音樂(lè)欣賞課,也能夠更好地感受音樂(lè)的魅力,體味音樂(lè)的內(nèi)涵,培養(yǎng)良好的情感態(tài)度與價(jià)值觀,提升音樂(lè)審美能力。
[Abstract]:Music education is the activity of cultivating human beings. It is the activity of aesthetic education for students, promoting students' emotional experience, cultivating emotional attitude and values. Emotional experience is closely related. Music education not only has the artistic appeal, but also has the entertainment function, also has the enlightenment and the education function. Therefore, the music education is a kind of special education, Music appreciation is an important part of music curriculum system in middle school. It contains more knowledge of music, literature, history and so on. It can enable students to express their emotions with the help of what they have learned, promote the balance, coordination and development of various factors of body and mind, enable students to understand music knowledge in the process of appreciation, cultivate their aesthetic ability, exert their imagination space, and stimulate their musical creativity. It can also conform to the law of students' physical and mental development and promote the formation and development of students' audiovisual, aesthetic, emotional attitude and values. However, there are still some problems in the teaching of music appreciation in junior high school in our country. For example, in the music teaching content, we should attach importance to the study of the relevant knowledge of music works. It ignores the students' effective listening and subjective feelings, such as the teacher-centered music appreciation class, the teaching materials as the center, the excessive reliance on multimedia equipment and courseware, and neglects the students' main position; for example, in the music appreciation class, Teachers do not pay enough attention to teaching materials and courses, and lack of innovation in teaching methods. For example, in music appreciation classes, students have insufficient participation and lack of enthusiasm, etc. Music is borderless. The teaching of music appreciation course should also break through the limitations of the subject and seek comprehensive and multi-directional development. In view of the above problems, this paper regards music appreciation class as a unique and comprehensive form of music education. Taking the music appreciation course of junior middle school as the research object, combining the music classroom observation and own teaching practice, on the basis of studying pedagogy and psychology, the music appreciation course is divided into "knowing, feeling, meaning," "knowing" means cognition; "emotion" means emotion and emotional experience; "meaning" means ideology; "action" refers to practical behavior. These four links are the basic framework of a music appreciation class. They are closely linked in the teaching process, from the outside to the inside, from simple to deep, linked to each other, and finally achieve the realization of students' musical aesthetic "internalization in the heart," This paper is a reflection on the present situation of music appreciation teaching in junior high school, aiming at exploring a new teaching method of music appreciation, trying to "know, love, meaning," "four stages" to solve the problems existing in music appreciation class in junior high school, and put forward some immature suggestions on the teaching of music appreciation class in junior high school. The purpose is to make the teacher's teaching youdao can be followed, so that students can enjoy music appreciation class. It can also better feel the charm of music, appreciate the connotation of music, cultivate good emotional attitude and values, and enhance the aesthetic ability of music.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.951

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本文編號(hào)：1699658