幼儿园韵律活动中幼儿律动经验的研究
发布时间：2019-01-21 06:52
【摘要】：律动是幼儿感知、理解和表现音乐最自然、最重要的途径之一,幼儿在律动的过程中通过经验来学习并获得相应的律动经验。幼儿园韵律活动作为幼儿园的集体教学活动,不仅需要帮助幼儿获得更为全面的律动经验,还需促进幼儿律动经验的连续性发展。本研究通过梳理幼儿园韵律活动中幼儿律动经验的具体内容,以期为幼儿园韵律活动中幼儿律动经验的选择及幼儿律动经验的全面发展提供一定的参照;通过归纳和总结,提出了幼儿园韵律活动中幼儿律动经验的教学建议,以期为幼儿园韵律活动中幼儿律动经验的教学以及幼儿律动经验的连续性发展提供一定的思路。为了能够更深入的进行研究,本研究展开了两次理论与实践相结合的研究思路:其一,通过对“幼儿园韵律活动” “幼儿园韵律活动的价值” “幼儿园韵律活动的内容”以及“幼儿园韵律活动中幼儿的律动经验”等相关文献的搜索、梳理与分析;结合对近三年全国幼儿园音乐教学高级人才培养课程中幼儿园韵律活动视频等相关实践活动的逐级编码,最终梳理出了幼儿园韵律活动中幼儿律动经验的具体内容包括幼儿的动作经验(基本动作经验、合作动作经验;空间动作经验)和幼儿的合乐经验(合乐动作经验),并详细阐述了幼儿各律动经验在幼儿园韵律活动过程中的体现及运用。其二,通过对“幼儿园韵律活动的教学原则”“幼儿园韵律活动的教学流程”以及“幼儿园韵律活动中幼儿律动经验的教学策略”等相关文献的搜索与归纳;结合对近三年全国幼儿园音乐教学高级人才培养课程中幼儿园韵律活动视频等教学实践活动中教学流程、教学策略的观察和总结;结合研究者对幼儿园各年龄段韵律活动中幼儿律动经验的教学实践,最终提出了幼儿园韵律活动中幼儿律动经验的教学建议,包括幼儿园韵律活动中幼儿各律动经验具体的教学建议以及幼儿园韵律活动中幼儿律动经验的教学组织建议。
[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.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.5
本文编号：2412405
[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.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.5
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