本文關(guān)鍵詞：幼兒園教師音樂素養(yǎng)的構(gòu)成研究及其啟示，由筆耕文化傳播整理發(fā)布。

網(wǎng)友12344近日為您收集整理了關(guān)于幼兒園教師音樂素養(yǎng)的構(gòu)成研究及其啟示的文檔，希望對(duì)您的工作和學(xué)習(xí)有所幫助。以下是文檔介紹：幼兒園教師音樂素養(yǎng)的構(gòu)成研究及其啟示THE STUDY ON THE ES SENTIAL QUALITY INⅣfUSICIANSHIP OF KINDERGARTEN TEACHERS——THE CONSTITUTION AND INSPIRATl0N作者姓名:孫晨燕BY:Sun Chenyan指導(dǎo)教師:秦元東副教授Supervised BY:Associate Professor Qin Yuandong申請(qǐng)學(xué)位級(jí)別:教育學(xué)碩士ACADEMIC DEGREE APPLIED FOR:Master Degree of Pedagogy學(xué)科(專業(yè)):學(xué)前教育學(xué)SPECTTY:Preschool education浙江師范大學(xué)杭州幼)LOB范學(xué)院Hangzhou Teacher’S College of Preschool Education ofZhej iang Normal University二零一零年五月十日MAY 1 0,201 0r幼兒園教師音樂素養(yǎng)的構(gòu)成研究及其啟示摘要幼兒園教師作為幼兒教育的主要指導(dǎo)者和直接影響者,是幼兒藝術(shù)教育價(jià)值實(shí)現(xiàn)的最主要影響因素。但當(dāng)前大部分幼兒園教師在幼兒園音樂教學(xué)活動(dòng)中,就瞬間出現(xiàn)的教育契機(jī),立即做出判斷并提出相應(yīng)的教學(xué)措施,真正促進(jìn)幼兒的發(fā)展還是具有一定難度的,也就是說目前幼兒園教師所具備的音樂素養(yǎng)和現(xiàn)今幼兒園音樂活動(dòng)目標(biāo)之間存在著較大差距。因此,筆者通過對(duì)相關(guān)文獻(xiàn)的梳理總結(jié),對(duì)幼兒園教師音樂素養(yǎng)應(yīng)具有的要素進(jìn)行了深入細(xì)致地探討。本研究首先從已有文獻(xiàn)中就個(gè)人音樂素養(yǎng)的構(gòu)成、中小學(xué)音樂教師音樂素養(yǎng)的構(gòu)成要素,以及幼兒園教師音樂素養(yǎng)研究現(xiàn)狀進(jìn)行充分闡釋分析的基礎(chǔ)上,由此推導(dǎo)出幼兒園教師音樂素養(yǎng)體系的兩大構(gòu)成要素�；诖�,選取一套幼兒園活動(dòng)設(shè)計(jì)教材,以此為依據(jù)分析闡述幼兒園教師音樂素養(yǎng)構(gòu)成要素的具體內(nèi)容。同時(shí),緊扣前文中筆者所推導(dǎo)出的幼兒園教師應(yīng)給予達(dá)到音樂素養(yǎng)中具體要素要求,分析了一整套對(duì)學(xué)前教育學(xué)專業(yè)學(xué)生進(jìn)行音樂教學(xué)教材的選編特點(diǎn),’窺探出為儲(chǔ)備未來幼兒園教師的音樂教學(xué)的側(cè)重點(diǎn)。最后,筆者對(duì)提升幼兒園教師音樂素養(yǎng)所做的設(shè)想,可以從明確學(xué)前教育學(xué)專業(yè)職前培養(yǎng)中的音樂教學(xué)目標(biāo),音樂教材的編寫提出有針對(duì)性的建議,并對(duì)幼兒園教師音樂素養(yǎng)實(shí)現(xiàn)的條件應(yīng)能充實(shí)自身的教育素養(yǎng)等三個(gè)角度進(jìn)行分析闡述。關(guān)鍵詞:幼兒園教師;音樂素養(yǎng);構(gòu)成要素rTHE STUDY ON THE ES SENTIAL QUALITY INⅣrUSICIANSHIP 0F KINDERGARTEN TEACHERSTHE CONSTITUTION AND INSPIRATIONABSTRACTAs infant education’S main instructors and direct influencers,kindergartenteachers are the foremost effect factors that help to realize the value of infant artseducation.HoweveL the majority of kindergarten teachers have some difficulties incapturing the educational opportunities which appear instantaneously in musicactivities in kindergartens,working out appropriate judgments immediately,andpromoting infants’development.Thus,there is a wide gap between musicianshipthat kindergarten teachers must have to confront and target of music activities.Therefore,the author has probed deeply into ponents of kindergartenteachers’musicianship,according to documentation and text analyzing.First of all,this study derives two inscapes of kindergarten teachers’musicianship system based on analyzing the formation of perSonal musicianship.inscape of primary and secondary school music teachers’literacy,and research ofkindergarten teachers’musicianship.For one thing,kindergarten teachers must graspmusical knowledge and skills.For another thing,kindergarten teachers must haveability to articulate music.Therefore,the study selects akindergarten teaching activematerial and elaborates the specific content of kindergarten teachers’musicianshipby analyzing the text of musical.activities in the teaching material.Meanwhile,thestudy analyzes the teaching material’features of professional students’musicalteaching,and pries out the focus of the future kindergarten teachers’musicalteaching.Finally the study puts forward the ideas about exalting kindergartenteachers’musicianship including three aspects.Firstly,it is clearly that musicHrteaching orientation of preschool education in pre—professional training.Secondly,strengthen and improve the application of preschool music teaching professionalpreparation.Thirdly,ensu

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  本文關(guān)鍵詞：幼兒園教師音樂素養(yǎng)的構(gòu)成研究及其啟示，，由筆耕文化傳播整理發(fā)布。