發(fā)布時(shí)間：2019-01-21 06:52

【摘要】：律動(dòng)是幼兒感知、理解和表現(xiàn)音樂(lè)最自然、最重要的途徑之一,幼兒在律動(dòng)的過(guò)程中通過(guò)經(jīng)驗(yàn)來(lái)學(xué)習(xí)并獲得相應(yīng)的律動(dòng)經(jīng)驗(yàn)。幼兒園韻律活動(dòng)作為幼兒園的集體教學(xué)活動(dòng),不僅需要幫助幼兒獲得更為全面的律動(dòng)經(jīng)驗(yàn),還需促進(jìn)幼兒律動(dòng)經(jīng)驗(yàn)的連續(xù)性發(fā)展。本研究通過(guò)梳理幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的具體內(nèi)容,以期為幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的選擇及幼兒律動(dòng)經(jīng)驗(yàn)的全面發(fā)展提供一定的參照;通過(guò)歸納和總結(jié),提出了幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的教學(xué)建議,以期為幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的教學(xué)以及幼兒律動(dòng)經(jīng)驗(yàn)的連續(xù)性發(fā)展提供一定的思路。為了能夠更深入的進(jìn)行研究,本研究展開(kāi)了兩次理論與實(shí)踐相結(jié)合的研究思路:其一,通過(guò)對(duì)“幼兒園韻律活動(dòng)” “幼兒園韻律活動(dòng)的價(jià)值” “幼兒園韻律活動(dòng)的內(nèi)容”以及“幼兒園韻律活動(dòng)中幼兒的律動(dòng)經(jīng)驗(yàn)”等相關(guān)文獻(xiàn)的搜索、梳理與分析;結(jié)合對(duì)近三年全國(guó)幼兒園音樂(lè)教學(xué)高級(jí)人才培養(yǎng)課程中幼兒園韻律活動(dòng)視頻等相關(guān)實(shí)踐活動(dòng)的逐級(jí)編碼,最終梳理出了幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的具體內(nèi)容包括幼兒的動(dòng)作經(jīng)驗(yàn)(基本動(dòng)作經(jīng)驗(yàn)、合作動(dòng)作經(jīng)驗(yàn);空間動(dòng)作經(jīng)驗(yàn))和幼兒的合樂(lè)經(jīng)驗(yàn)(合樂(lè)動(dòng)作經(jīng)驗(yàn)),并詳細(xì)闡述了幼兒各律動(dòng)經(jīng)驗(yàn)在幼兒園韻律活動(dòng)過(guò)程中的體現(xiàn)及運(yùn)用。其二,通過(guò)對(duì)“幼兒園韻律活動(dòng)的教學(xué)原則”“幼兒園韻律活動(dòng)的教學(xué)流程”以及“幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的教學(xué)策略”等相關(guān)文獻(xiàn)的搜索與歸納;結(jié)合對(duì)近三年全國(guó)幼兒園音樂(lè)教學(xué)高級(jí)人才培養(yǎng)課程中幼兒園韻律活動(dòng)視頻等教學(xué)實(shí)踐活動(dòng)中教學(xué)流程、教學(xué)策略的觀察和總結(jié);結(jié)合研究者對(duì)幼兒園各年齡段韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的教學(xué)實(shí)踐,最終提出了幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的教學(xué)建議,包括幼兒園韻律活動(dòng)中幼兒各律動(dòng)經(jīng)驗(yàn)具體的教學(xué)建議以及幼兒園韻律活動(dòng)中幼兒律動(dòng)經(jīng)驗(yàn)的教學(xué)組織建議。
[Abstract]:Rhythm is one of the most natural and important ways for children to perceive, understand and express music. Children learn through experience and acquire corresponding rhythmic experience in the process of rhythm. As a group teaching activity, kindergarten prosody activities not only need to help children acquire more comprehensive rhythmic experience, but also need to promote the continuous development of infant rhythmic experience. Through combing the specific contents of the children's rhythmic experience in the prosodic activities of kindergarten, this study hopes to provide certain reference for the choice of the infant's rhythmic experience and the all-round development of the infant's rhythmic experience in the kindergarten's prosodic activities. Through summing up and summing up, this paper puts forward some teaching suggestions on the children's rhythmic experience in kindergarten prosodic activities, in order to provide some ideas for the teaching of the infant's rhythmic experience and the continuous development of the infant's rhythmic experience in the kindergarten's prosodic activities. In order to carry on the research more deeply, this research has launched the research thought which the theory and the practice unifies two times: first, Through the search for the relevant documents such as "Kindergarten prosody activity", "the value of Kindergarten prosody activity," the content of Kindergarten Prosodic activity "and" Children's rhythmic experience in Kindergarten Prosodic activity ", this paper combs and analyzes the literature. Combining with the progressive coding of related practical activities such as video of kindergarten prosody activities and other related practical activities in the course of training senior talents in music teaching in national kindergartens in the past three years, Finally, the author combs out the specific contents of the children's rhythmic experience in kindergarten prosodic activities, including the children's action experience (basic movement experience, cooperative action experience); Space movement experience) and children's happy experience (chorus action experience), and elaborated the children each rhythm experience in the kindergarten prosody activity process embodiment and the application. Second, through "the kindergarten prosody activity teaching principle", "kindergarten prosody activity teaching flow" and "kindergarten prosody activity in the kindergarten rhythm experience teaching strategy" and so on related literature search and induction; Combined with the observation and summary of teaching process and teaching strategy in the past three years, the teaching process and teaching strategy of the kindergarten prosodic activity video in the course of training senior talents in the national kindergarten music teaching were observed and summarized. Combined with the researcher's teaching practice of the children's rhythm experience in the prosodic activities of different ages, the author finally puts forward the teaching suggestions of the children's rhythmic experience in the kindergarten prosodic activities. Including the kindergarten prosodic activities of children with specific rhythmic experience teaching suggestions and kindergarten prosodic activities in the teaching of rhythmic experience teaching suggestions.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G613.5

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