流行音乐在高中课堂教学的现状分析和实践研究
发布时间：2019-06-04 02:07
【摘要】：流行音乐起源于19世纪末20世纪初的美国,伴随着工业化文明的兴起,农业和工业的城市人口结构发生了变化,中下层劳工的新兴文化开始萌芽,为表达人们思念亲人、抒发情感的需要,流行音乐应运而生。中国的流行音乐诞生于20世纪20年代的上海,改革开放后又由香港流传到中国内地,到现今已经与人们的生活紧密相关了。当今社会是一个高速发展、通讯发达的时代,音乐教育必然会与社会环境息息相关。流行音乐因其简单易学、节奏明快的特点而深受大众喜爱,同时也冲击着高中生这个庞大年轻群体的心灵。教师要响应《普通高中音乐课程标准》政策,倡导以音乐审美为核心,引导学生了解多元文化并且在音乐审美能力和鉴赏能力之上有所提升。高中生是中学音乐教育的对象,但其在流行音乐的鉴别能力上还有待提高。因此教师应该选择怎样的歌曲进入课堂,并通过导入流行音乐对课堂起到怎样的促进作用以及教师在流行音乐教学上应注意的问题。全文共分为四个部分。第一部分对流行音乐在高中音乐课堂开展的价值进行探讨。本部分在绪论研究综述的基础之上,认为流行音乐在高中音乐课堂中是可以开展的,具有一定的价值。价值探讨主要从流行音乐在高中音乐课堂开展的必要性、可行性和重要意义进行分析。第二部分流行音乐在高中音乐课堂开展的调查与分析。该部分主要介绍了学生和教师问卷设计及对象,学生和教师问卷统计结果及分析,学校实习观察、案例分析。笔者认为现行的流行音乐在高中课堂的运用当中主要存在四个方面的问题,分别是教学目标上着重工具性目标;教学实施上“为教而教”;教学内容上缺乏时代感和针对性;教学主体缺乏对流行音乐的正确认识。第三部分为如何解决流行音乐在高中音乐课堂里存在的问题,此部分根据第二部分所提出的问题提供相应的解决问题的策略。主要从明确流行音乐教学目标,在教学内容上可适当扩宽流行音乐引入渠道,教学实施过程“以学定教”;加强提高教师对流行音乐的认识四个方面来解决现实存在的问题。第四部分为结语。主要对流行音乐在高中课堂运用的现状分析和实践进行总结,指出流行音乐进入高中课堂旨在为学生“全面发展”尽绵薄之力。
[Abstract]:Pop music originated in the United States at the end of the 19th century and the beginning of the 20th century. With the rise of industrial civilization, the urban demographic structure of agriculture and industry has changed, and the new culture of middle and lower class workers has begun to sprout to express that people miss their loved ones. Pop music emerges as the times require for expressing emotion. Chinese pop music was born in Shanghai in the 1920s. After the reform and opening up, it spread from Hong Kong to mainland China, and has been closely related to people's lives. Today's society is a era of rapid development and developed communication. Music education is bound to be closely related to the social environment. Pop music is loved by the public because of its simple and easy to learn and bright rhythm, and it also impacts the soul of the huge young group of high school students. Teachers should respond to the policy of Music Curriculum Standard in Senior High School, advocate taking music aesthetics as the core, guide students to understand multiculturalism and improve their aesthetic ability and appreciation ability of music. Senior high school students are the object of music education in middle school, but their ability to identify pop music still needs to be improved. Therefore, teachers should choose what kind of songs to enter the classroom, and how to promote the classroom by introducing pop music, as well as the problems that teachers should pay attention to in pop music teaching. The full text is divided into four parts. The first part discusses the value of pop music in high school music classroom. On the basis of the summary of introduction research, this part holds that pop music can be carried out in high school music classroom and has certain value. The value discussion mainly analyzes the necessity, feasibility and significance of pop music in senior high school music classroom. The second part is the investigation and analysis of pop music in high school music classroom. This part mainly introduces the design and object of the questionnaire for students and teachers, the statistical results and analysis of the questionnaire for students and teachers, the observation of school practice and the case analysis. The author thinks that there are four main problems in the application of pop music in senior high school classroom, namely, the teaching goal is focused on the instrumental goal, the teaching implementation is "teaching for the sake of teaching", the teaching content is lack of the sense of the times and pertinence, and the teaching content is lack of the sense of the times and pertinence. The teaching subject lacks a correct understanding of pop music. The third part is about how to solve the problems of pop music in senior high school music classroom, and this part provides the corresponding strategies to solve the problems according to the problems put forward in the second part. This paper mainly solves the existing problems from four aspects: defining the teaching goal of pop music, widening the introduction channel of pop music in the teaching content, "learning and teaching" in the teaching implementation process, and strengthening teachers' understanding of pop music. The fourth part is the conclusion. This paper mainly analyzes the present situation and practice of the application of pop music in senior high school classroom, and points out that the purpose of pop music entering high school classroom is to make a little contribution to the "all-round development" of students.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.951
本文编号：2492395
[Abstract]:Pop music originated in the United States at the end of the 19th century and the beginning of the 20th century. With the rise of industrial civilization, the urban demographic structure of agriculture and industry has changed, and the new culture of middle and lower class workers has begun to sprout to express that people miss their loved ones. Pop music emerges as the times require for expressing emotion. Chinese pop music was born in Shanghai in the 1920s. After the reform and opening up, it spread from Hong Kong to mainland China, and has been closely related to people's lives. Today's society is a era of rapid development and developed communication. Music education is bound to be closely related to the social environment. Pop music is loved by the public because of its simple and easy to learn and bright rhythm, and it also impacts the soul of the huge young group of high school students. Teachers should respond to the policy of Music Curriculum Standard in Senior High School, advocate taking music aesthetics as the core, guide students to understand multiculturalism and improve their aesthetic ability and appreciation ability of music. Senior high school students are the object of music education in middle school, but their ability to identify pop music still needs to be improved. Therefore, teachers should choose what kind of songs to enter the classroom, and how to promote the classroom by introducing pop music, as well as the problems that teachers should pay attention to in pop music teaching. The full text is divided into four parts. The first part discusses the value of pop music in high school music classroom. On the basis of the summary of introduction research, this part holds that pop music can be carried out in high school music classroom and has certain value. The value discussion mainly analyzes the necessity, feasibility and significance of pop music in senior high school music classroom. The second part is the investigation and analysis of pop music in high school music classroom. This part mainly introduces the design and object of the questionnaire for students and teachers, the statistical results and analysis of the questionnaire for students and teachers, the observation of school practice and the case analysis. The author thinks that there are four main problems in the application of pop music in senior high school classroom, namely, the teaching goal is focused on the instrumental goal, the teaching implementation is "teaching for the sake of teaching", the teaching content is lack of the sense of the times and pertinence, and the teaching content is lack of the sense of the times and pertinence. The teaching subject lacks a correct understanding of pop music. The third part is about how to solve the problems of pop music in senior high school music classroom, and this part provides the corresponding strategies to solve the problems according to the problems put forward in the second part. This paper mainly solves the existing problems from four aspects: defining the teaching goal of pop music, widening the introduction channel of pop music in the teaching content, "learning and teaching" in the teaching implementation process, and strengthening teachers' understanding of pop music. The fourth part is the conclusion. This paper mainly analyzes the present situation and practice of the application of pop music in senior high school classroom, and points out that the purpose of pop music entering high school classroom is to make a little contribution to the "all-round development" of students.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.951
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