本文關(guān)鍵詞： 體態(tài)律動(dòng) 動(dòng)作 感知覺 情感　出處：《西安音樂學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：達(dá)爾克羅茲音樂教學(xué)法的核心是“體態(tài)律動(dòng)”,體態(tài)律動(dòng)是指在聽音樂的同時(shí)以身體動(dòng)作來表現(xiàn)和體驗(yàn)音樂,并將這種體驗(yàn)轉(zhuǎn)化為新的音樂感受與認(rèn)知。一般的音樂體驗(yàn),首先是一種聽覺刺激與反應(yīng),然后通過人的聽覺系統(tǒng)和其它神經(jīng)系統(tǒng)再訴諸于心理機(jī)制,從而影響人的情緒狀態(tài),并產(chǎn)生不同程度的情感體驗(yàn)。達(dá)爾克羅茲打破了這種內(nèi)省的體驗(yàn)方式,將人們體驗(yàn)到的音樂通過心理機(jī)制與神經(jīng)系統(tǒng)的轉(zhuǎn)化并外顯于身體動(dòng)作,最后再將身體動(dòng)作的節(jié)奏與韻律反饋給內(nèi)在的心理體驗(yàn),以達(dá)到加強(qiáng)音樂感受與認(rèn)知的目的。在這一過程中起重要作用的是聽覺刺激、心理反應(yīng)和運(yùn)動(dòng)覺刺激,而這就關(guān)涉到心理學(xué)一些理論與方法。本文試圖使用心理學(xué)的相關(guān)原理對(duì)“體態(tài)律動(dòng)”這一復(fù)雜的學(xué)習(xí)過程作出較為科學(xué)的解釋,將本來深層隱晦復(fù)雜的音樂體驗(yàn)進(jìn)行顯性量化的呈現(xiàn)。本文包括緒論、結(jié)語及四個(gè)章節(jié)。緒論部分解釋了達(dá)爾克羅茲教學(xué)法在我國(guó)的研究狀況和意義;第一章,首先對(duì)基本的心理學(xué)概念和教學(xué)法相關(guān)的理論進(jìn)行了簡(jiǎn)要的解說,說明達(dá)爾克羅茲教學(xué)法與心理學(xué)是密切相關(guān)的;第二章,圍繞著音樂與身體動(dòng)作的心理發(fā)展進(jìn)行分析,解析了感知與動(dòng)作的關(guān)系和作用;第三章,通過分析實(shí)際教學(xué)案例,研究了其教學(xué)過程中的感知覺刺激;第四章,闡述了音樂與情感的關(guān)系,充分闡釋了達(dá)爾克羅茲教學(xué)法以音樂情感體驗(yàn)為宗旨的教學(xué)改革目標(biāo)�？傊�,達(dá)爾克羅茲教學(xué)法以體態(tài)律動(dòng)為主要教學(xué)手段,通過身體體驗(yàn)感受音樂,培養(yǎng)學(xué)生細(xì)膩的感覺和快速反應(yīng)音樂的能力,最終達(dá)到表現(xiàn)情感的能力。通過對(duì)這一過程的心理學(xué)分析和研究,完善了對(duì)音樂-動(dòng)作-情感這一過程的心理認(rèn)知發(fā)展的解析,有利于音樂教師更全面理解達(dá)爾克羅茲教學(xué)法的真諦,同時(shí)對(duì)教育學(xué)與心理學(xué)的研究有重大意義。
[Abstract]:The core of Darkroz's music teaching method is "body rhythm", which refers to the expression and experience of music with body movements while listening to music. The general music experience is first a kind of auditory stimulation and response, and then through the human auditory system and other nervous systems to resort to psychological mechanisms. Thus affecting people's emotional state and producing different levels of emotional experience. Darcros broke this introspection of the way of experience. People will experience music through the psychological mechanism and nervous system transformation and explicit in the body action, and finally the rhythm and rhythm of the body movement feedback to the internal psychological experience. In order to enhance musical perception and cognition, auditory stimulation, psychological response and motor stimulation play an important role in this process. This paper attempts to use the relevant principles of psychology to explain the complex learning process of "body rhythm". This paper includes introduction, conclusion and four chapters. The introduction part explains the research status and significance of Darkroz teaching method in our country. In the first chapter, the author gives a brief explanation of the basic concepts of psychology and the related theories of pedagogy, which shows that Darkroz's teaching method is closely related to psychology. The second chapter analyzes the psychological development of music and body action, and analyzes the relationship between perception and action. The third chapter, through the analysis of the actual teaching cases, the study of its teaching process of perceptual stimulation; Chapter 4th expounds the relationship between music and emotion, and fully explains the teaching reform goal of Darkroz teaching method, which aims at musical emotional experience. Darkroz teaching method takes the posture rhythm as the main teaching method, through the body experience feels the music, trains the student exquisite feeling and the quick reaction music ability. Through the psychological analysis and research of this process, we improve the analysis of the psychological cognitive development of the process of music-action and emotion. It is helpful for music teachers to fully understand the true meaning of Darkroz's teaching method, and it is of great significance to the study of pedagogy and psychology.
【學(xué)位授予單位】：西安音樂學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：J60-4;G642

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本文編號(hào)：1448557