奥尔夫教学理念下小学音乐教学中自制乐器应用的研究

发布时间：2018-07-03 00:22

本文选题：小学音乐教育 + 奥尔夫教育理念　；参考：《重庆师范大学》2015年硕士论文

【摘要】：创新是一个国家进步的灵魂,是一个国家发展的不竭动力。在世界科技迅猛发展的今天,各国间综合国力的竞争越来越多的表现为创新型人才的竞争。教育的最终目的是要培养具有创新型的人才,而音乐教育由于其课程性质的特殊性,对于培养具有实践能力的创新型人才具有十分重要的意义。2001年我国在课程改革中增加了音乐创造这一新的教学领域,在《义务教育音乐课程标准(2011年版)》中,创造作为音乐课程基本理念的同时,又呈现了具体的教学内容,即探索音响与音乐、即兴编创、创作实践。“探索音响与音乐”涵盖的内容有四个方面,其中一项是要求学生能在教师的引导下自制简易乐器。作为在中国流传最广、影响最深远的音乐教育体系之一,奥尔夫音乐教育思想初步形成于20世纪20年代中期,繁荣发展于20世纪中叶,到20世纪80年代末传入我国。奥尔夫教学法的重要特征是原本姓、综合性、创造性、主动性。其原本性的音乐教育理念还鼓励教师引导学生用生活中的物品及各种废弃物自制简易乐器,以培养学生的动手能力,实践能力和创造能力。本研究的目的是在小学三年级音乐课堂中结合自制乐器进行教学,以探讨奥尔夫自制乐器教学理念在小学音乐课堂教学中应用的可行性。本课题的研究对象为河南省新密市米村镇贾寨小学三年级两个班级的学生,笔者主要采用行动研究法,并辅助以访谈法和问卷调查法展开研究。在前期的准备工作中,本人根据新课程标准中关于自制乐器的教学理论及奥尔夫的自制乐器教学思想,结合学生已有的能力水平和生理心理发展的阶段,设计出了一系列课堂教学中应用自制乐器的教学活动课案。研究者本人进行了为期四周的课堂实际教学,教学前后应用问卷调查和访谈调查的方法了解学生在自制乐器教学前后对音乐学习态度和学习偏好的变化。本研究得出以下认识:第一,自制乐器教学活动提高了学生的音乐学习兴趣、音乐基本素质和合作交流意识,激发了学生的创造意识,改变了他们对音乐创造的学习态度,并使更多的学生参与到音乐活动中;第二,教学中可使用的自制乐器类型有节奏性打击乐器、旋律性打击乐器、吹奏乐器和天然乐器。第三,课堂教学中,自制乐器可作为欣赏课、唱歌课的辅助性教学手段,也可作为创造课、乐器课的主导性教学手段。
[Abstract]:Innovation is the soul of a country's progress and the inexhaustible power of a country's development. With the rapid development of science and technology in the world, the competition of comprehensive national strength among countries is more and more the competition of innovative talents. The ultimate goal of education is to train innovative talents, and music education is due to the special nature of its curriculum. It is of great significance to cultivate innovative talents with practical ability. In 2001, China added music creation as a new teaching field in curriculum reform, in the course of compulsory Education Music Curriculum Standard (2011 edition). As the basic concept of music curriculum, creation also presents specific teaching contents, that is, exploring sound and music, improvisation, creative practice. Exploring Sound and Music covers four aspects, one of which requires students to make simple musical instruments under the guidance of teachers. As one of the most popular and far-reaching music education systems in China, Orff's music education thought initially formed in the mid-1920s, flourished in the middle of the 20th century, and was introduced into China at the end of the 1980s. The important features of Orff's teaching method are its original surname, comprehensiveness, creativity and initiative. The original idea of music education also encourages teachers to guide students to make simple musical instruments with life objects and wastes in order to cultivate students' practical, practical and creative abilities. The purpose of this study is to explore the feasibility of applying Orff's home-made musical instrument teaching concept to primary school music classroom teaching. The research object of this subject is the students in the third grade of Jiazhai Primary School in Micun Town, Henan Province. The author mainly adopts the method of action research, and adjusts to carry out the research with interview method and questionnaire method. In the early preparation work, according to the teaching theory of self-made musical instrument in the new curriculum standard and Orff's teaching thought of home-made musical instrument, combined with the students' existing ability level and the stage of physiological and psychological development, Designed a series of classroom teaching activities of the application of self-made musical instruments. The researcher conducted the classroom teaching for four weeks and used questionnaire and interview before and after teaching to find out the changes of students' learning attitude and preference to music before and after the teaching of home-made musical instruments. The results of this study are as follows: first, the teaching activities of home-made musical instruments improve the students' interest in music learning, the basic quality of music and the awareness of cooperation and communication, stimulate the students' creative consciousness, and change their learning attitude towards music creation. And make more students participate in the music activities. Second, the types of home-made musical instruments that can be used in teaching are rhythmic percussion instruments, melodic percussion instruments, playing instruments and natural musical instruments. Thirdly, in classroom teaching, self-made musical instruments can be used as auxiliary teaching means of appreciation, singing, as well as dominant teaching means of creating and musical instruments.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.71

【参考文献】