小学音乐课堂教学中隐性知识显性化研究

发布时间：2018-02-03 03:22

本文关键词： 隐性知识显性化小学音乐课堂教学课程设计　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课改在全国各地大范围实施以来,中小学的整体课堂教学形式、目标均发生了翻天覆地的变化,当然小学的音乐课堂教学也在新的《音乐课程标准》提出了新教学目标,呼唤一种全新的行之有效的课程实践方式。然而,在一味要求创新却缺乏核心理论指导的情况下,教师的课程设计创新很容易沦为“形似神异,实效甚微”的形式主义。根据波兰尼的理论,隐形知识与显性知识之间的差距及关联取决于知识是否能够有效转移,而这一点又和音乐课程标准中提出的“奠定其终身学习音乐,发展音乐能力的基础”的目标不谋而合,只有将老师和课本中所有的音乐知识,转化成学生的音乐爱好、能力和基础,才能认为是成功的音乐教学。本文研究的分为三个章节。第一个章节为理论梳理和剖析章节,主要结合学者已有的研究成果阐释隐性知识显性化的形式及特点。第二章节以奥尔夫及达尔克罗兹等教学法的教学理念及其在小学音乐课堂教学中的实践案例应用分析为基础,提出如何系统性的实践小学音乐课堂教学中的隐性知识显性化,进而提升课堂教学的效果。第三章节通过课堂教学实践的方式,以第二部分的理论为基础,设计教学内容并实践这些设计的课程,进行实践分析。整体来看,本文研究旨在通过多维度研究音乐教学中的隐性知识显性化,找出具体的音乐教学中隐性知识显性化的策略与有效实施途径,使其更好地服务于小学音乐教学。
[Abstract]:Since the implementation of the new curriculum reform in various parts of the country, the overall teaching form and objectives of primary and secondary schools have undergone earth-shaking changes. Of course, music classroom teaching in primary schools also puts forward a new teaching goal in the new Music Curriculum Standard, calling for a new and effective curriculum practice. Under the condition of blindly asking for innovation but lacking the guidance of core theory, the curriculum design innovation of teachers can easily be reduced to formalism of "different form and little effect", according to Polanyi's theory. The gap and relationship between implicit knowledge and explicit knowledge depends on whether the knowledge can be transferred effectively, which is in accordance with the music curriculum standard, "establish its lifelong learning music." The goal of developing the foundation of musical ability coincides with that of transforming all the music knowledge of teachers and textbooks into students' musical hobbies, abilities and foundations. This paper is divided into three chapters. The first chapter is theoretical combing and analysis. Combined with the existing research results, this paper mainly explains the forms and characteristics of the dominance of tacit knowledge. The second chapter is based on the teaching ideas of Orff and Darkroz and its practical cases in the music classroom teaching of primary schools. Based on analysis. Put forward how to systematically practice the explicit tacit knowledge in music classroom teaching in primary school, and then improve the effect of classroom teaching. The third chapter is based on the theory of the second part through the way of classroom teaching practice. Design the teaching content and practice these design courses, carry on the practice analysis. Overall, the purpose of this study is to study the dominance of tacit knowledge in music teaching through multi-dimension. To find out the strategies and effective ways of tacit knowledge dominance in music teaching so as to better serve the primary school music teaching.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.71

【共引文献】