多元智能理论在学前儿童音乐教学中的运用研究

发布时间：2018-03-21 22:18

本文选题：多元智能　切入点：学前儿童　出处：《湖南师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：美国哈佛大学心理学教授霍华德·加德纳提出的多元智能理论认为人人都拥有相互独立、相互影响且同等重要的八种智能,并且每个人的智能强项与弱项各不相同,经过合理的培养任何人都能够成为社会有用之才。因此,学校教育应努力发掘每个学生的潜在智能,帮助他们获得全面和谐的发展。多元智能理论对音乐智能的提出则为我们进一步重视音乐教育以及重视音乐对人身心发展的影响提供了科学的理论依据。学前儿童教育阶段是幼儿接受正规教育的初始阶段,也是幼儿智能全面发展的关键时期,音乐教育对促进幼儿发展具有重要作用,如提高儿童语言能力；促进儿童感知力、记忆力、联想力的发展；促进情感、意志、交往、合作能力的发展等。多元智能主张每个人都拥有音乐智能,而且是“多样化”的,即音乐能力的发展是多元的,例如,有的儿童喜欢唱歌,有的儿童喜欢音乐欣赏等。而在传统的幼儿音乐教育中,音乐课往往被片面地看成是唱歌课,对幼儿音乐智能的评价也多以唱歌为主,导致音乐教学没有充分发挥其应有的作用,不能满足幼儿全面发展的需要。本文依据多元智能理论以及幼儿音乐教育的特点,针对性地构建多元教学理念、制定教学途径与评价方式,选择合理的教学模式,结合实践探讨如何合理运用多元智能理论,通过音乐教学促进幼儿智能的全面、和谐发展。全文包括四个章节：第一章是多元智能理论的内涵,主要介绍该理论的由来以及八种智能的内涵；第二章是多元智能理论对学前儿童音乐教育的启示；第三章是多元智能在学前儿童音乐教学中的实施策略；第四章是多元智能理论在学前儿童音乐教学中的实践研究,通过设计符合幼儿身心并帮助其智能全面发展的多元音乐课程,进行幼儿音乐教学的实践研究。
[Abstract]:Howard Gardner, a professor of psychology at Harvard University in the United States, puts forward the theory of multiple intelligences, which holds that everyone has eight kinds of intelligence that are independent, interacting and equally important, and that each person's intelligence strengths and weaknesses are different. Through reasonable training anyone can become a useful talent in society. Therefore, school education should strive to explore the potential intelligence of each student. The theory of multiple intelligences provides a scientific basis for us to pay more attention to music education and the influence of music on the development of human body and mind. Preschool children's education is the initial stage of children's formal education, and it is also the key period for the all-round development of children's intelligence. Music education plays an important role in promoting children's development, such as improving children's language ability and promoting children's perception. The development of memory and associative power; promoting the development of emotion, will, communication, cooperation, etc. Multiple intelligences advocate that everyone has musical intelligence and is "diverse", that is, the development of musical ability is pluralistic, for example, Some children like singing, some children like music appreciation and so on. However, in traditional music education for young children, music lessons are often regarded as singing lessons, and the evaluation of children's musical intelligence is also dominated by singing. As a result, music teaching does not give full play to its due role and can not meet the needs of children's all-round development. Based on the theory of multiple intelligences and the characteristics of music education for young children, this paper constructs the concept of multiple teaching, formulates teaching approaches and evaluation methods, selects reasonable teaching modes, and discusses how to apply the theory of multiple intelligences reasonably in combination with practice. To promote the all-round and harmonious development of children's intelligence through music teaching. The full text includes four chapters: the first chapter is the connotation of the theory of multiple intelligences, which mainly introduces the origin of the theory and the connotation of eight kinds of intelligence, the second chapter is the enlightenment of the theory of multiple intelligences to the music education of preschool children. The third chapter is the implementation strategy of multiple intelligences in preschool children's music teaching, the fourth chapter is the practical research of the theory of multiple intelligences in preschool children's music teaching. Through the design of multi-music curriculum which accords with the body and mind of children and helps them to develop in an all-round way, the practical research of infant music teaching is carried out.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G613.5

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