音乐欣赏审美心理与音乐欣赏教学

发布时间：2018-06-07 21:34

本文选题：音乐欣赏审美心理 + 音乐欣赏教学　；参考：《湖南师范大学》2004年硕士论文

【摘要】：不论是音乐欣赏的过程还是音乐欣赏学习的过程，都是一个包括了多种心理功能的综合的动态过程。这使得我们在进行音乐欣赏教学研究时，不可避免地要将这些心理因素纳入我们的考查范围之内，并试图查明这些心理因素与音乐欣赏教学过程及效果可能发生的千丝万缕的联系，以及是否能给我们的音乐欣赏教学研究带来一些有益的启示。音乐审美心理中包含着注意、审美期待、审美态度、音响感知、联想想象、情感体验、理解认识等基本要素，它们共同形成了音乐欣赏中的审美心理结构。音乐欣赏的审美心理过程可划分为音乐审美初始阶段、音乐审美高潮阶段和音乐审美效果延续阶段三个阶段。音乐审美初始阶段涉及的主要审美心理因素是音乐审美注意、审美期望及审美态度；音乐审美高潮阶段涉及的主要审美心理因素是音响感知、直觉与通感，想象联想、情感体验以及理解认识、顿悟与共鸣等。音乐审美效果延续阶段涉及的主要审美心理因素是审美评价。这些审美心理因素都与欣赏者是否能获得深刻的审美体验和审美愉悦有着密不可分的联系。通过研究它们形成的特点及规律，我们获得很多关于音乐欣赏教学的启发。如，根据审美注意形成的条件，在选择欣赏材料时应注意音乐作品相对于学生的冗余度，冗余度适中的作品最能吸引学生的审美注意力；又如，，根据通感能有效地帮助欣赏者获得更为直观的审美体验，教师在欣赏课堂上可以适当地采用音画结合等方式，将听觉转化为视觉体验，促进学生对作品的理解；再如，基于对理解认识重要性的认识，我们更加坚定地认为音乐知识技能教学必不可少，它制约着音响感知、想象联想和情感体验的质量，等等。更多的音乐审美心理规律以及与此紧密联系的音乐欣赏教学方法还待广大的音乐教育工作者去探索。
[Abstract]:Whether it is the process of music appreciation or the process of music appreciation learning, it is a comprehensive dynamic process which includes a variety of psychological functions. This makes it inevitable for us to include these psychological factors in our research on music appreciation teaching. And try to find out these psychological factors and music appreciation teaching process and effect may occur inextricably linked, And whether or not we can bring some useful enlightenment to our music appreciation teaching research. The aesthetic psychology of music includes attention, aesthetic expectation, aesthetic attitude, sound perception, associative imagination, emotional experience, Understanding cognition and other basic elements, they form the aesthetic psychological structure in music appreciation. The aesthetic psychological process of music appreciation can be divided into three stages: the initial stage of music appreciation, the stage of music aesthetic climax and the stage of continuation of music aesthetic effect. The main aesthetic psychological factors involved in the initial stage of music aesthetic appreciation are musical aesthetic attention, aesthetic expectation and aesthetic attitude, and the main aesthetic psychological factors involved in the high stage of music aesthetic appreciation are acoustics perception, intuition and synaesthesia, imagination association, and so on. Emotional experience and understanding, epiphany and resonance. The main aesthetic psychological factor involved in the continuation stage of music aesthetic effect is aesthetic evaluation. These aesthetic psychological factors are closely related to whether the appreciator can obtain profound aesthetic experience and aesthetic pleasure. By studying the characteristics and rules of their formation, we get a lot of inspiration about music appreciation teaching. For example, according to the forming conditions of aesthetic attention, when choosing the appreciation materials, we should pay attention to the redundancy of music works relative to the students. The works with moderate redundancy can attract the students' aesthetic attention most; for example, According to synaesthesia can effectively help the audience to obtain a more intuitive aesthetic experience, teachers in the appreciation of the classroom can appropriately use the combination of sound and painting, and other ways to turn hearing into visual experience, to promote students' understanding of the work; again, Based on the understanding of the importance of understanding, we firmly believe that the teaching of music knowledge and skills is essential, which restricts the quality of sound perception, imagination association and emotional experience, and so on. More music aesthetic psychological laws and closely related teaching methods of music appreciation still need to be explored by the majority of music educators.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：J605

【引证文献】