本文關(guān)鍵詞： 韻律活動(dòng)能力 音樂(lè)主題 音樂(lè)講解 音樂(lè)基本表現(xiàn)因素　出處：《陜西師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 講解和呈現(xiàn)主題是幼兒園音樂(lè)教學(xué)中經(jīng)常用到的兩種教學(xué)方法,為了探究在集體教學(xué)情況下,主題和講解兩因素對(duì)大班幼兒韻律活動(dòng)能力(包括隨樂(lè)能力、動(dòng)作及組合能力、創(chuàng)造性表現(xiàn)能力、合作協(xié)調(diào)能力)的影響,詳細(xì)了解這兩種教學(xué)方法的教學(xué)效果,本研究設(shè)計(jì)了主題×講解的雙因素實(shí)驗(yàn)設(shè)計(jì),將60名大班幼兒分為不呈現(xiàn)主題無(wú)講解、不呈現(xiàn)主題有講解、呈現(xiàn)主題無(wú)講解、呈現(xiàn)主題有講解四個(gè)組,分別進(jìn)行實(shí)驗(yàn)干預(yù)并測(cè)評(píng),根據(jù)《幼兒韻律活動(dòng)能力評(píng)價(jià)標(biāo)準(zhǔn)》進(jìn)行打分,對(duì)實(shí)驗(yàn)結(jié)果用SPSS12.0進(jìn)行統(tǒng)計(jì)分析。 通過(guò)多因素變量方差分析,結(jié)果表明主題因素對(duì)大班幼兒的節(jié)奏、節(jié)拍感,幼兒的隨樂(lè)能力綜合表現(xiàn),動(dòng)作及組合能力的綜合表現(xiàn)主效應(yīng)顯著,對(duì)幼兒的動(dòng)作及組合的復(fù)雜性以及創(chuàng)造性表現(xiàn)能力主效應(yīng)極顯著,在這些能力的得分上均是呈現(xiàn)主題組優(yōu)于不呈現(xiàn)主題組；講解因素對(duì)幼兒樂(lè)段、樂(lè)句感,力度感,旋律感,速度感這些音樂(lè)基本表現(xiàn)因素的綜合表現(xiàn)主效應(yīng)顯著,有講解組好于無(wú)講解組；主題和講解對(duì)幼兒節(jié)奏、節(jié)拍感的交互作用顯著。χ2檢驗(yàn)分析結(jié)果顯示主題因素對(duì)于幼兒動(dòng)作的持續(xù)性作用顯著,講解因素對(duì)于幼兒的樂(lè)段、樂(lè)句感作用顯著。對(duì)于幼兒韻律活動(dòng)能力的其它組成部分,主題、講解以及它們的交互效應(yīng)作用都不顯著。根據(jù)研究結(jié)果和對(duì)實(shí)驗(yàn)的觀察,對(duì)以上結(jié)果進(jìn)行原因分析,研究者認(rèn)為側(cè)重于對(duì)知識(shí)的認(rèn)知和理解方面,講解法效果好,比如指導(dǎo)幼兒對(duì)音樂(lè)的基本表現(xiàn)因素進(jìn)行理性認(rèn)知；主題的形象性和情節(jié)性,對(duì)幼兒的動(dòng)作表現(xiàn)有啟發(fā)作用,并且可以幫助幼兒以主題為基礎(chǔ)進(jìn)行聯(lián)想和發(fā)散,有利于增加他們動(dòng)作的創(chuàng)造性。 最后,研究者根據(jù)實(shí)驗(yàn)結(jié)果和對(duì)原因的分析,有針對(duì)性的為幼兒韻律活動(dòng)能力的培養(yǎng)提出了一些教學(xué)建議。在幼兒隨樂(lè)能力的培養(yǎng)上,要有重點(diǎn)的進(jìn)行講解,同時(shí)可以將主題的引導(dǎo)作為輔助手段；在動(dòng)作及組合能力的培養(yǎng)上,要多進(jìn)行具體形象的引導(dǎo),啟發(fā)幼兒用動(dòng)作表現(xiàn)各種形象；在創(chuàng)造性表現(xiàn)能力的培養(yǎng)上,提供幼兒熟悉或感興趣的形象可以為幼兒創(chuàng)造力提供起飛的平臺(tái),同時(shí)要注意在主題的設(shè)計(jì)上給幼兒留出自由發(fā)揮的空間或者設(shè)計(jì)一些有挑戰(zhàn)的情節(jié)；在合作協(xié)調(diào)能力的培養(yǎng)上,要將音樂(lè)的時(shí)間性和與幼兒韻律活動(dòng)的空間性結(jié)合,并設(shè)計(jì)一些需要相互協(xié)作、配合的情節(jié)和內(nèi)容,從而使他們產(chǎn)生合作的需要。
[Abstract]:Explaining and presenting themes are two teaching methods which are often used in kindergarten music teaching. In order to explore the two factors of theme and explanation to the prosodic ability of children in large classes (including the ability to follow music) in group teaching. The effects of action and combination ability, creative expression ability, cooperation and coordination ability) and the teaching effect of these two teaching methods are understood in detail. A double-factor experimental design of theme 脳 explanation is designed in this study. 60 children in large classes were divided into four groups: no theme, no topic, no theme, four groups. According to the evaluation standard of prosody ability of young children, the results of the experiment were statistically analyzed by SPSS12.0. Through the analysis of variance of multivariate variables, the results show that the main effect of theme factors on the rhythm, rhythm, children's ability with music, and the comprehensive performance of movement and combination ability is significant. The main effects on the children's movement and combination complexity and creative performance ability were significant, and the scores of these abilities were better than that of non-presentation theme group. The comprehensive main effect of explaining factors on children's music basic performance factors is significant, which is better than that of no explanation group. The results of 蠂 2 test showed that the theme factors had a significant effect on the children's movement persistence, and the explaining factors had significant effects on the children's movement. For the other components of prosodic activity ability, the theme, explanation and their interactive effects are not significant. According to the results of the study and the observation of the experiment. According to the analysis of the above results, the researchers think that it is better to focus on the cognition and understanding of knowledge, such as instructing children to understand the basic factors of music rationally. The visualization and plot of the theme can enlighten the performance of the children's action, and can help the children to associate and disperse on the basis of the theme, which is helpful to increase the creativity of their actions. Finally, according to the results of the experiment and the analysis of the reasons, the researcher puts forward some teaching suggestions for the training of children's prosodic activity ability. At the same time, the guidance of the theme can be used as a supplementary means; In the training of movement and combination ability, it is necessary to conduct more concrete image guidance to enlighten children to express various images with action. In the cultivation of creative expression ability, providing the image of children's familiarity or interest can provide a platform for children's creativity to take off. At the same time, we should pay attention to the theme design for children to give free play space or design some challenging plot; In the cultivation of cooperation and coordination ability, it is necessary to combine the time of music with the spatial nature of prosodic activities of young children, and design some circumstances and contents that need to cooperate with each other, so that they will have the need of cooperation.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G613.5

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳興明;恰當(dāng)運(yùn)用講授教學(xué)法[J];福州大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2001年S1期

2 張麗珠;舞蹈音樂(lè)的主題表現(xiàn)[J];廣西教育學(xué)院學(xué)報(bào);2001年04期

3 鄧丹妮;;欣賞模式在幼兒園音樂(lè)教育中的實(shí)驗(yàn)研究[J];華商;2008年21期

4 宋婕;身體語(yǔ)言在音樂(lè)教學(xué)中的重要作用——對(duì)世界著名音樂(lè)教學(xué)體系相關(guān)內(nèi)容的比較[J];青海師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2003年03期

5 陳淑霞;;音樂(lè)故事表演活動(dòng)的設(shè)計(jì)與組織[J];幼兒教育;2008年11期

6 孫新民;;標(biāo)題音樂(lè)及其演進(jìn)概要[J];藝術(shù)教育;2006年04期

7 董麗鴻;;高中音樂(lè)“主題式”欣賞教學(xué)探索[J];中小學(xué)音樂(lè)教育;2008年05期

8 黃偉平;音樂(lè)故事 音樂(lè)教育教學(xué)的良好手段[J];音樂(lè)天地;2004年04期

9 王丹;音樂(lè)欣賞活動(dòng)中體態(tài)律動(dòng)對(duì)幼兒注意集中狀況的影響[J];中華女子學(xué)院學(xué)報(bào);2005年05期

10 尹愛(ài)青;音樂(lè)審美心理結(jié)構(gòu)的建立[J];中國(guó)音樂(lè)教育;2004年11期

相關(guān)碩士學(xué)位論文 前6條

1 婁瑤琪;樂(lè)舞融合教學(xué)初探[D];湖南師范大學(xué);2005年

2 高永潔;講授法在語(yǔ)文新課改實(shí)驗(yàn)中的實(shí)施[D];首都師范大學(xué);2006年

3 劉洋;兒童與音樂(lè)的對(duì)話[D];南京師范大學(xué);2006年

4 李學(xué)翠;幼兒園體驗(yàn)式教學(xué)研究[D];南京師范大學(xué);2006年

5 張?zhí)m;5-6歲兒童自由舞蹈表現(xiàn)特點(diǎn)研究[D];南京師范大學(xué);2008年

6 陳莉;5-6歲幼兒韻律活動(dòng)的教育實(shí)驗(yàn)研究[D];南京師范大學(xué);2008年

，

本文編號(hào)：1473075