5～6岁儿童音乐欣赏活动中的审美移情研究

发布时间：2019-04-27 12:22

【摘要】：本研究采用质的研究方法中的目的抽样法和访谈法收集资料。研究内容包括对5-6岁儿童音乐欣赏过程中审美移情的描述、审美移情的发生和审美移情的特点。本研究认为儿童的审美移情就是：儿童在音乐作品欣赏的过程中受音乐作品所表达的情感的影响,通过想象和联想把自己的主观感情、意志投射到音乐作品当中,仿佛音乐同自己一样也是带有生命的,此时儿童与音乐实现了物我同一。关于5-6岁儿童音乐欣赏中审美移情的发生,研究者认为：音乐是通过音高、音强、音长这些方面的排列组合而形成的旋律,旋律使音乐产生了一种张“力”,这种“力”是带有情感的表现性的。当儿童内心的“力”与音乐所表现的情感具有相似对应性的时候,儿童的感官会发生转移,从而产生联觉现象。随着儿童情感体验的不断复杂和深入,音乐与儿童情感之间的界限就渐渐地模糊了,正是这样才使音乐看上去有了人的生命与情感,于是就产生了审美移情。研究者认为5-6岁儿童的审美移情具有无意识性、个体性、情感性、直觉性、模糊性的特点。由于儿童缺乏理性思考自己情绪的能力和恋母情结使儿童的审美移情具有无意识性。儿童对音乐的体验基于个体的生活经验和自己独特的审美视角,所以儿童审美移情具有个体性的特点。情感是音乐创作者、音乐作品、儿童之间的纽带,所以儿童在音乐欣赏中的审美移情具有情感性。5-6岁的学前儿童不会从概念、推理等这样理性的方面来感受音乐,而是依靠自己的直觉不假思索把握和体悟音乐,所以儿童音乐欣赏中的审美移情具有直觉性的特点。一段乐曲结束后儿童只能有一些不确定的印象,所以他们的审美移情呈现出了多义性和不确定性,儿童处于不自觉的非理性状态之下所产生出来的审美移情具有模糊性。针对5-6岁儿童音乐欣赏活动的发生机制和特点,研究者对促进儿童音乐欣赏活动中审美移情的发生提出了几点意见：首先教师尽量采用形象化和情感化的欣赏方式；其次是教师与幼儿之间要建立起平等对话的关系；最后,教师要选择具有强烈表现性的、经典的音乐作品供儿童欣赏,使儿童易于发生审美移情。
[Abstract]:The aim sampling method and interview method of qualitative research methods were used to collect data. The research includes the description of aesthetic empathy, the occurrence of aesthetic empathy and the characteristics of aesthetic empathy in the process of music appreciation of 5-6-year-old children. This study holds that children's aesthetic empathy is that children are influenced by the emotion expressed by music works in the process of appreciating music works, and project their subjective feelings and will into music works through imagination and association. It is as if music is as alive as itself, when children and music realize the same thing as me. On the occurrence of aesthetic empathy in music appreciation of 5-6-year-old children, the researchers believe that music is a melody formed by arrangement and combination of pitch, intensity and length, and melody makes music produce a kind of "power". This "power" is an emotional expression. When the children's inner "power" is similar to the emotion expressed by music, the children's senses will shift and thus produce synaesthesia. With the continuous complexity and deepening of children's emotional experience, the boundaries between music and children's emotions are gradually blurred. It is in this way that music appears to have human life and emotion, and thus produces aesthetic empathy. The researchers believe that the aesthetic empathy of 5-6-year-old children has the characteristics of unconsciousness, individuality, emotion, intuition and vagueness. Children's aesthetic empathy is unconscious because of their lack of rational thinking ability and Oedipus complex. Children's experience of music is based on individual life experience and their own unique aesthetic perspective, so children's aesthetic empathy has individual characteristics. Emotion is the bond between music creators, music works, and children, so children's aesthetic empathy in music appreciation is emotional. 5-6-year-old preschool children do not feel music from such rational aspects as concept, reasoning, and so on. But rely on their own intuition to grasp and realize music, so the aesthetic empathy in the appreciation of children's music has the characteristics of intuition. After a piece of music, children can only have some uncertain impressions, so their aesthetic empathy presents ambiguity and uncertainty, and the aesthetic empathy produced by children in an unconsciously irrational state is ambiguous. In view of the occurrence mechanism and characteristics of music appreciation activities of 5-6-year-old children, the researchers put forward some suggestions to promote the occurrence of aesthetic empathy in children's music appreciation activities: firstly, teachers try their best to adopt visual and emotional ways of appreciation; Secondly, it is necessary to establish the relationship of equal dialogue between teachers and children, and finally, teachers should choose the classical music works with strong expression for children to enjoy, so that children are prone to aesthetic empathy.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：J605

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