儿童心理学在少儿小提琴教学中的应用研究

发布时间：2018-03-17 23:02

本文选题：儿童心理学　切入点：少儿小提琴教学　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：小提琴教学在我国有着广泛的群众基础和不同的接受群体,经过不断的发展已形成了自己的教学体系,业余少儿小提琴教学便是其中重要的组成部分。在乐器的学习与培养中,小提琴作为其中的主流乐器,一直受到人们的青睐。但由于小提琴演奏技巧复杂,需要高度的身体协调能力,所以对儿童的心理承受能力要求较高。在传统的少儿小提琴教学模式中,教师往往对演奏技巧的训练较为关注,而忽略了少儿在学习过程中呈现的心理状态,重技巧训练,轻心理关怀。这一现象导致少儿在小提琴学习过程中出现诸如对小提琴的喜爱度降低、学习效率不高,与任课教师配合度低下等问题,而这些现象的出现,归根到底是由于对儿童心理状况的忽视所致。小提琴教学是一个完整的系统工程,有着自身内在的教学规律,就学习对象而言,少儿小提琴教学方法理应与成人的小提琴教学方法不同;专业学习者与业余学习者亦有差异。特别是对处于心智尚未发育成熟的少儿进行小提琴教学时,更应将儿童心理学相关理论引入其中,只有探索和总结适合少儿小提琴教学的方法,才能针对不同对象开展和实施有效的小提琴教学活动。针对上述论题,本论文以儿童心理学在少儿小提琴教学中的应用为研究课题,以业余少儿小提琴教学活动为研究对象,通过采用相关文献查阅、区域性实际调查、自身教学个案实践和理论归纳总结等研究方法,将儿童心理学理论引入少儿小提琴教学的实践并加以应用,针对少儿小提琴学生的心理和行为特征,一方面通过具体的教学实践,另一方面吸收国内外先进的教学理念和方法,分析总结、研究探索行之有效的,既尊重少儿的心理行为特征,又能系统、规范地进行正规教学的少儿小提琴教学方法。基于上述的研究思路和一系列相关理论的支撑,论文首先在第一章中对小提琴的起源、教学源流及儿童心理学相关理论进行了系统的梳理,阐述了中国小提琴教学发展的历史脉络和当下我国少儿小提琴教学现状,初步构建起研究的学术理论框架;接着在第二章中详细划分了小提琴的教学对象,即专业小提琴教学和业余小提琴教学、成人小提琴教学和少儿小提琴教学。进而逐一剖析了目前不同社会群体学习小提琴的诉求和成因及心理特点差异,目的在于明确当下我国小提琴教学现状的基本情况,从错综复杂的小提琴教学活动中,分清不同的教学层次和教学对象,从而确定自己的研究对象,以便儿童心理学相关理论在少儿小提琴教学中的引入和应用;为进一步阐述儿童心理学相关理论在少儿小提琴教学中应用的可行性和必要性,并寻求教学实证的支撑,在第三章中,论文以北京市海淀区少儿小提琴教学中儿童心理学应用的基本现状为调查内容,多次到实地进行调研,通过走访该区域相关少儿小提琴教学的师生,观摩了部分现场教学实况,并针对该区域较典型的少儿小提琴教学机构的师生发放了不同的调查问卷,分别收回有效教师问卷50份、学生问卷80份,收集到较为详实的相关研究数据,为后续的研究提供了第一手资料,同时经过调查研究,发现了少儿小提琴教学中普遍存在的问题,即少儿小提琴教学中儿童心理学相关理论引入和应用的缺失。调查结果,为课题的进一步深入研究提供了实证依据。马克思主义哲学认为:实践是检验真理的唯一标准,为了能真正将儿童心理学相关理论应用到具体的少儿小提琴教学中,并检验其教学效果,在第四章中,论文通过对自己日常少儿小提琴教学实践个案中的教学对象,身体力行将儿童心理学相关理论引入和应用在少儿小提琴教学实践中,具体做法是:将学生按不同年龄分成学龄前期儿童(3～6岁)、学龄初期儿童(7～12岁)、学龄中期儿童(13～15岁),涵盖了整个少儿年龄段的少儿小提琴学生层面,然后根据其不同的心理特征,有针对性地对不同组别的学生,按儿童心理学相关理论和适合其年龄段的小提琴教学方法,因材施教,制定了符合不同年龄段的少儿小提琴教学计划和方法,经过一段时间的教学实践,均获得了可喜的教学成果,多数学生都通过了相关小提琴考级机构组织的级别考试、有的学生还获得了不同的小提琴音乐比赛奖项。通过将儿童心理学相关理论引入和应用在少儿小提琴教学的实践,进一步论证了儿童心理学在少儿小提琴教学中应用的必要性和重要性,因此实践证明儿童心理学在少儿小提琴教学中的应用也是小提琴教学应遵循的教学规律之一。
[Abstract]:The violin teaching in China has a broad mass base and different communities, through continuous development has formed its own teaching system, the children's amateur violin teaching is one of the most important parts. In the training and learning the instrument, the violin as a mainstream musical instrument, has been favored by people. But because of the violin playing skills is complex, requires a high degree of co-ordination, so higher requirements on children. Psychological ability in the traditional children violin teaching mode, teachers tend to pay more attention to the training of performing skills, and ignore the children in the learning process of mental state, weight training, psychological care. The phenomenon of light lead the children in the learning process such as the violin violin like decreased, learning efficiency is not high, the problem of poor coordination with teachers, and this Some phenomenon, after all is due to the psychological status of children caused by neglect. The violin teaching is a comprehensive system engineering, has its own internal rules of teaching, learning object, teaching methods to children's violin violin teaching methods and adult learners with different; professional amateur learners especially are also different. Is not yet mature in the development of children violin teaching, should pay more attention to the theory of children's psychology into it, only to explore and summarize the methods for children violin teaching, can according to different objects to carry out and implement effective violin teaching activities. Based on the above topic, the children in the children's psychology application in violin teaching as the research subject, with the children's amateur violin teaching activities as the research object, through the use of related literature, the actual area The case investigation, their teaching practice and theory summarized the research methods, the practice of the theory of child psychology into children violin teaching and applied, psychological and behavioral characteristics in children violin students, on the one hand, through the concrete teaching practice, analyzed and summarized the teaching ideas and methods, on the other hand, the domestic and foreign advanced absorption, explore effective the study is to respect the psychological and behavioral characteristics of children, and the children violin teaching method system, to standardize the formal teaching. The above research ideas and a series of related theory based support, in the first chapter, the origin of the violin, teaching theory origin and psychology of children to carry out a systematic combing describes the history and current development of Chinese Violin Teaching Chinese children violin teaching situation, the preliminary construction of academic research Frame; then in the second chapter a detailed division of the violin teaching object, namely professional and amateur violin teaching violin teaching, adult violin teaching and children violin teaching. And then analyzes the current learning demands of different social groups and the causes and features of heart violin differences, the basic situation is to clear the status quo of China's contemporary Violin Teaching from the perplexing, violin teaching activities, to distinguish between different levels of teaching and teaching objects, so as to determine their object of study, so that the theory of children's psychology in children Violin Teaching in introduction and application; for the feasibility and necessity of further elaborating the related theory of child psychology application in children violin teaching, and seek teaching demonstration support, in the third chapter, taking Beijing city of Haidian District children violin teaching children psychology should be The basic situation for investigation, many times to the on-the-spot investigation, through visits to the region related to children's Violin Teaching between teachers and students, to observe part of the site and for the live teaching, children's violin teaching institutions in the region is typical of the teachers and students issued different questionnaires, 50 questionnaires were valid for teachers, students 80 a collection of relevant research data in detail, provides first-hand information for the follow-up study, at the same time, through investigation and study, found widespread problems in children violin teaching, which is related to children's small child piano teaching of the introduction and application of loss. The result of the investigation, and provide empirical basis for further study on the topic. Think of Marx philosophy: practice is the sole criterion for testing truth, in order to truly the child psychology theory are applied to the less specific Children violin teaching, and the teaching effect, in the fourth chapter, based on their daily teaching practice in the case of children violin teaching object, practicing the theory of child psychology is introduced and applied in children violin teaching practice, the specific approach is: the students according to different age divided into preschool children (3~6 years old) and early school-age children (7~12 years old), middle school aged children (13~15 years old), covering the entire children's age children's violin student level, then according to the different psychological characteristics, targeted to different groups of students, teach students in accordance with their aptitude according to child psychology related theory and suitable for the age of the violin teaching method. Make the children violin teaching plans and methods in accordance with different ages, after a period of teaching practice, have gained gratifying achievements in teaching, most students Through the relevant examination organization violin level exams, some students also received different violin music prizes. The theory of child psychology is introduced and applied in practice of children violin teaching, and further demonstrates the application of children psychology in children violin teaching the necessity and importance of the practice teaching rules of children's psychology the application is the violin teaching in children violin teaching should follow the one.

【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.71;J622.1

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