从“知、情、意、行”看初中音乐欣赏课

发布时间：2018-04-02 08:56

本文选题：音乐教育　切入点：初中音乐欣赏课　出处：《天津师范大学》2017年硕士论文

【摘要】：音乐教育,是培养人的活动,是对学生进行审美的教育,促进学生情绪体验、培养情感态度及价值观的活动。音乐通常是与心灵、生活经验、情感体验密切相关的。音乐教育不仅拥有艺术感染力,同时具有娱乐功能,更具有教化与教育作用。因此,音乐教育是一种特殊的教育,有着其他学科所不具备的特殊功能及教育意义。在学校音乐教育中,音乐欣赏课是中学音乐课程体系中的重要组成部分。它蕴含了更为丰富的音乐、文学、历史等知识,能够使学生借助所学来抒发情感,促进身心各因素的平衡、协调与发展;能让学生在欣赏的过程中领会音乐知识、培养审美能力、发挥想象空间、激发音乐创造力;还能够顺应学生的身心发展规律,促进学生视听、审美、情感态度与价值观的形成与发展。因此,音乐欣赏课是促进学生全面发展、培养学生音乐审美能力、提高学生情感表达能力的重要途径。然而,我国初中音乐欣赏课的教学当中还普遍存在一些问题,如在音乐教学内容上,重视音乐作品相关知识的学习,忽视了学生的有效聆听与主观感受;如音乐欣赏课以教师为中心、以教材为中心,过度依赖多媒体等设备及课件,忽视了学生的主体地位;如在音乐欣赏课中,教师存在重视度不够、对教材与课程的重难点把握不足、教学方法缺乏创新;如在音乐欣赏课中,学生存在参与度不够、积极性不足等。音乐是无国界的,音乐欣赏课的教学也应该突破学科内的局限,寻求全面、多方位的发展。针对上述问题,本文视音乐欣赏课为一种独特、综合的音乐教育形式,以初中学段的音乐欣赏课为研究对象,结合音乐课堂观摩与自己的教学实践,在学习教育学、心理学的基础上,将音乐欣赏课分为"知、情、意、行"四个阶段来研究。"知"是指认知;"情"是指情绪、情感体验;"意"是指思想意识;"行"是指实践行为。这四个环节是上好一堂音乐欣赏课的基本框架结构,它们在教学过程中紧密联系,由表及里、由浅入深、环环相扣,最终达到实现学生音乐审美"内化于心、外化于行"的教学目的。本论文是对当前初中音乐欣赏教学教学现状的思考,旨在探寻音乐欣赏课教学的新方法,尝试以"知、情、意、行"四阶段来解决初中学段音乐欣赏课所存在的问题,对初中音乐欣赏课教育教学提出一些不成熟的建议。目的是使教师的教学有道可循,使学生们能够喜欢音乐欣赏课,也能够更好地感受音乐的魅力,体味音乐的内涵,培养良好的情感态度与价值观,提升音乐审美能力。
[Abstract]:Music education is the activity of cultivating human beings. It is the activity of aesthetic education for students, promoting students' emotional experience, cultivating emotional attitude and values. Emotional experience is closely related. Music education not only has the artistic appeal, but also has the entertainment function, also has the enlightenment and the education function. Therefore, the music education is a kind of special education, Music appreciation is an important part of music curriculum system in middle school. It contains more knowledge of music, literature, history and so on. It can enable students to express their emotions with the help of what they have learned, promote the balance, coordination and development of various factors of body and mind, enable students to understand music knowledge in the process of appreciation, cultivate their aesthetic ability, exert their imagination space, and stimulate their musical creativity. It can also conform to the law of students' physical and mental development and promote the formation and development of students' audiovisual, aesthetic, emotional attitude and values. However, there are still some problems in the teaching of music appreciation in junior high school in our country. For example, in the music teaching content, we should attach importance to the study of the relevant knowledge of music works. It ignores the students' effective listening and subjective feelings, such as the teacher-centered music appreciation class, the teaching materials as the center, the excessive reliance on multimedia equipment and courseware, and neglects the students' main position; for example, in the music appreciation class, Teachers do not pay enough attention to teaching materials and courses, and lack of innovation in teaching methods. For example, in music appreciation classes, students have insufficient participation and lack of enthusiasm, etc. Music is borderless. The teaching of music appreciation course should also break through the limitations of the subject and seek comprehensive and multi-directional development. In view of the above problems, this paper regards music appreciation class as a unique and comprehensive form of music education. Taking the music appreciation course of junior middle school as the research object, combining the music classroom observation and own teaching practice, on the basis of studying pedagogy and psychology, the music appreciation course is divided into "knowing, feeling, meaning," "knowing" means cognition; "emotion" means emotion and emotional experience; "meaning" means ideology; "action" refers to practical behavior. These four links are the basic framework of a music appreciation class. They are closely linked in the teaching process, from the outside to the inside, from simple to deep, linked to each other, and finally achieve the realization of students' musical aesthetic "internalization in the heart," This paper is a reflection on the present situation of music appreciation teaching in junior high school, aiming at exploring a new teaching method of music appreciation, trying to "know, love, meaning," "four stages" to solve the problems existing in music appreciation class in junior high school, and put forward some immature suggestions on the teaching of music appreciation class in junior high school. The purpose is to make the teacher's teaching youdao can be followed, so that students can enjoy music appreciation class. It can also better feel the charm of music, appreciate the connotation of music, cultivate good emotional attitude and values, and enhance the aesthetic ability of music.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.951

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