情境教学在小学音乐课堂中的应用研究

发布时间：2018-03-06 16:37

本文选题：小学音乐　切入点：情境教学　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：音乐教育是美育的一项重要组成部分,它承载着对学生音乐兴趣、音乐知识、音乐学习方法以及音乐审美能力的引导和培养的重任。音乐作为一种抽象的艺术,如何能在小学特别是在低年级的课堂中,激发学生学习兴趣并让学生掌握音乐知识,逐步培养学生音乐审美能力,是每一位音乐教育工作者都应深思和探索的问题。情境教学法是教师根据学生的已有的学习能力和知识水平,利用多种教学手段为学生创设出形象、生动、具体的教学情境,教学中的情境是将知识、生活应用并反馈于学生的载体,让学生能够在教师创设出的情境中,利用原有的知识结构加以教师的引导从而产生新的知识的联结,以达到让学生在直观、简单的教学过程中学习和掌握新的知识。将情境教学法应用于音乐学科中,情境教学法在音乐课堂中营造出的活跃的课堂气氛,和谐的人际关系,能够让学生在这种学习氛围中紧跟教师的引导思维,调动自己的知识结构体系和逻辑思维,从而激发学习动机、开发思维、发展身体协调能力、培养乐观心态等,以达到音乐教育的目的。笔者运用文献综述法、比较法、对比实验法等通过对情境教学法的学习与探究及在教育教学过程中的实践、反思,并且在与导师的指导、交流中,完善了对情境教学的认识和理解,并完成了此论文,具体结构如下：第一章绪论部分中对笔者的选题理由、关于情境教学的国内外研究现状、研究方法和论文创新之处进行了阐述。第二章中主要通过对情境教学的文献分析论述了情境教学、音乐情境教学的概念及音乐情境教学及其作用。第三章分别探索了游戏情境、问题情境、语言情境、多媒体情境、表演情境、故事情境6种情境创设方法的具体应用方法、作用,并通过透过部分教学案例举例说明了如何将该情境创设方式应用于具体的教学内容中。在第四章中,通过情境教学的实施方法与《义务教育音乐课程实施标准(2011版)》中感受与鉴赏领域、表现领域、创造领域、音乐与相关文化领域四大领域的综合分析,探索在音乐学习的不同领域中如何渗透音乐情境教学方法。第五章对笔者在教学过程中进行的对比实验进行了论述和分析。从实验的对象、方法、目的、过程及实验班具体课例进行了阐述,通过对三年级两个班的学生进行情境教学法的对比实验,得出情境教学在小学音乐教学过程中是极为有效的教学方法的结论。第六章通过笔者对情境教学的学习和认识及在情境教学过程中中的探究和发现总结出在小学音乐课堂实施情境教学方法时应注意的具体问题。
[Abstract]:Music education is an important part of aesthetic education, which carries the important task of guiding and cultivating students' interest in music, music knowledge, music learning methods and musical aesthetic ability. How can we arouse students' interest in learning and master music knowledge in primary schools, especially in the lower grades, so as to gradually cultivate students' musical aesthetic ability? Situational teaching method is a problem that every music educator should ponder and explore. According to the students' learning ability and knowledge level, teachers create vivid, vivid and concrete teaching situation for students by various teaching methods. The situation in teaching is the carrier of applying knowledge and life to the students, so that students can use the original knowledge structure to guide the teachers in the situation created by the teacher, and then produce the new knowledge connection. In order to enable students to learn and master new knowledge in the process of intuitive and simple teaching, the situational teaching method is applied to the subject of music, and the active classroom atmosphere and harmonious interpersonal relationship created by situational teaching method in music classroom. Students can follow the teacher's guiding thinking in this learning atmosphere, mobilize their own knowledge structure system and logical thinking, so as to stimulate learning motivation, develop thinking, develop physical coordination ability, cultivate optimism, etc. In order to achieve the purpose of music education, the author uses literature review method, comparative method, comparative experiment method and so on. Through the study and exploration of situational teaching method and the practice in the process of education and teaching, the author reflects on it, and also through the instruction and communication with the tutor. It has perfected the understanding and understanding of situational teaching, and has completed this paper. The concrete structure is as follows: in the first chapter, the reasons for choosing the topic of the author, the current situation of research on situational teaching at home and abroad, The second chapter mainly discusses the situation teaching, the concept of the music situation teaching, the music situation teaching and its function through the literature analysis of the situation teaching. Chapter 3 explores the game situation, respectively. The concrete application method and function of six kinds of situational creation methods: problem situation, language situation, multimedia situation, performance situation and story situation. And through some teaching cases to illustrate how to create the situation in the specific teaching content. In the 4th chapter, Through the implementation method of situational teaching and the implementation standard of compulsory education music curriculum (2011 edition), the comprehensive analysis of the four major fields of feeling and appreciation, expression, creation, music and related cultural fields, Chapter 5th discusses and analyzes the comparative experiments carried out by the author in the course of teaching. The process and the concrete lesson examples of the experimental class are expounded, and the contrast experiment of the situational teaching method is carried out on the students of the two classes in the third grade. The conclusion that situational teaching is a very effective teaching method in the process of primary school music teaching is concluded in Chapter 6th through the author's study and understanding of situational teaching and the exploration and discovery in the process of situational teaching. The concrete problems that should be paid attention to when implementing the situational teaching method in music class.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.71

【共引文献】