认知心理学原理运用于小提琴教学的初步研究

发布时间：2018-01-20 12:01

本文关键词： 认知心理学小提琴学习小提琴教学　出处：《福建师范大学》2006年硕士论文　论文类型：学位论文

【摘要】：当前，有关小提琴教学方面的研究成果和所发表的文章已十分丰富，各种先进的理念和具体的实施方法对小提琴教学起到了十分重要的作用。然而纵观许多见仁见智的文章，当代研究者对于小提琴教学研究在演奏技巧、音乐作品本体分析以及教学体会教学思路教学方法方面做了大量的工作，成绩显著。但相对来说，对于小提琴教学中心理方面问题的探讨却是凤毛麟角，研究资料明显不足。事实上，心理因素是贯穿在小提琴教学中不可忽略的重要问题之一，并且小提琴学习本身就是一个认知的心理过程。因此，本文以小提琴教学中的认知心理因素为研究对象，旨在揭示认知心理因素对小提琴教学的重要影响，并初步探讨认知心理学原理在小提琴教学中的具体运用。本课题的研究将从认知心理学的角度为小提琴教学提供一条新的思路，，对我们更加理性、更加恰当、更加有效地指导学生学习具有重要意义。全文共分为四章九节，运用了文献法、观察法、分析法、比较法等科学研究方法，借鉴了认知心理学等相关学科知识，立足于前人的研究基础，从认知心理学的角度分析小提琴教学，对小提琴教学中认知心理因素的重要性及认知心理学原理在小提琴教学中的具体运用进行初步研究探讨。第二章“认知心理学原理在小提琴演奏技能形成过程中的影响分析”，首先对认知心理学原理进行简要概述，为进一步分析探讨认知心理学原理在小提琴教学中的具体运用提供科学的理论基础；其次通过对小提琴演奏技能的脑科学基础、小提琴演奏技能的形成过程及特征的分析，笔者认识到：认知心理因素在小提琴演奏技能形成过程中起着重要的作用，小提琴学习是一个认知的学习过程，小提琴教与学都离不开感知、记忆、想象、思维等一系列认知心理活动。第三章“认知学习理论及其在小提琴学习中的运用”，运用认知学习理论解析了小提琴学习的三种途径：感性认知学习、理性认知学习和模糊认知学习。第四章“认知心理学原理在小提琴教学中的运用”，结合笔者几年来的业余小提琴教学经验，初步研究探讨认知心理学原理(即注意、感觉、知觉、表象、记忆、思维等认知心理活动)在小提琴教学中的具体运用。
[Abstract]:At present, the research results and published articles on violin teaching have been very rich. A variety of advanced ideas and specific implementation methods have played a very important role in violin teaching. However, throughout many different articles, contemporary researchers are playing skills for violin teaching research. Noumenon analysis of music works and teaching experience have done a lot of work on teaching ideas and teaching methods, but relatively speaking, the discussion of psychological problems in violin teaching is rare. In fact, psychological factors are one of the important problems that can not be ignored in violin teaching, and violin learning itself is a cognitive psychological process. This paper focuses on the cognitive psychological factors in violin teaching in order to reveal the important influence of cognitive psychological factors on violin teaching. The research of this subject will provide a new way of thinking for violin teaching from the perspective of cognitive psychology, which will be more rational and appropriate for us. It is of great significance to guide students more effectively. The full text is divided into four chapters and nine sections, using the literature method, observation method, analysis method, comparative method and other scientific research methods, learning from cognitive psychology and other related disciplines, based on the basis of previous research. From the perspective of cognitive psychology, the importance of cognitive psychological factors in violin teaching and the concrete application of cognitive psychological principles in violin teaching are discussed. The second chapter is "Analysis of the influence of the principles of cognitive psychology in the formation of violin playing skills", first of all, a brief overview of the principles of cognitive psychology. It provides a scientific theoretical basis for further analysis and discussion of the concrete application of cognitive psychology principles in violin teaching. Secondly, through the analysis of the basis of brain science of violin playing skills, the formation process and characteristics of violin playing skills. The author recognizes that cognitive psychological factors play an important role in the formation of violin playing skills, violin learning is a cognitive learning process, violin teaching and learning can not be separated from perception, memory, imagination. Chapter three, "Cognitive Learning Theory and its Application in Violin Learning", analyzes the three ways of violin learning by using cognitive learning theory: perceptual cognitive learning. Rational Cognitive Learning and Fuzzy Cognitive Learning. Chapter 4th "Application of Cognitive Psychology principles in Violin Teaching", combined with the author's amateur violin teaching experience in recent years. This paper probes into the concrete application of the principles of cognitive psychology (that is, attention, sensation, perception, appearance, memory, thinking and other cognitive psychological activities) in violin teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：J622.1

【引证文献】