音乐教育心理学在和声教学中的运用
发布时间：2018-11-24 15:28
【摘要】：目前,我国对音乐教育心理学的理解大体有以下几种:一种从教育心理学范围认为,音乐教育心理学是研究音乐教育过程中的心理现象及其规律。另一种从音乐教育学角度考虑,认为音乐教育心理学是研究学校情境中,学与教的基本心理规律的科学。第三种观点认为,音乐教育心理学的研究对象是音乐教育行为中的心理现象及其发展规律。它既包括音乐教育活动中教师与学生的心理结构的研究,也内含教与学行为中相互作用的心理规律。 这篇论文《音乐教育心理学在和声教学中的运用》,就是运用音乐教育心理学的第三种观点,阐述“改变以往和声教学中,教师单纯讲,学生被动听的局面”。研究和声教学中教师的心理,不断提高自己的业务能力和思想水平;另一方面探明学生心理,研究学生掌握和声知识技能,进行和声学习以及影响学生学习的因素和条件。以此来正确组织和声教学。在学习的过程中,培养学生掌握学习和声知识的技能和方法,提高思维能力、想象能力以及实际操作能力。把和声教学融知识、科学、趣味于一体。 本文共分五个部分: 第一部分 和声学的发展及现状。 第二部分 研究和声理论教学依据。 第三部分 和声教师与学生心理。 第四部分 和声教学中的心理因素。 第五部分 几点体会
[Abstract]:At present, the understanding of the psychology of music education in our country is as follows: one is that the psychology of music education is to study the psychological phenomenon and its law in the process of music education. From the point of view of music pedagogy, the author thinks that the psychology of music education is the science of studying and teaching the basic psychological law in the school situation. The third view is that the research object of music education psychology is the psychological phenomenon and its development law in music education behavior. It includes not only the study of the psychological structure of teachers and students in music education activities, but also the psychological law of interaction between teaching and learning behavior. This paper, "the Application of Music Educational Psychology in Harmony Teaching", is to use the third viewpoint of Music Educational Psychology to explain "changing the situation that teachers simply say that students are heard in harmony teaching". To study the teachers' psychology in the teaching of harmony and to improve their professional ability and ideological level; on the other hand, to find out the students' psychology, to study the students' knowledge and skills of harmony, to carry out harmony learning and the factors and conditions that affect the students' learning. In this way, the correct organization of harmony teaching. In the process of learning, students should be trained to master the skills and methods of learning harmony knowledge, and to improve their thinking, imagination and practical operation ability. Harmony teaching integrates knowledge, science and interest. This paper is divided into five parts: the first part is the development and present situation of harmony acoustics. The second part studies the teaching basis of harmony theory. The third part is the psychology of harmony teachers and students. The fourth part is the psychological factors in the teaching of harmony. Some experiences in the fifth part
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：J616
本文编号：2354249
[Abstract]:At present, the understanding of the psychology of music education in our country is as follows: one is that the psychology of music education is to study the psychological phenomenon and its law in the process of music education. From the point of view of music pedagogy, the author thinks that the psychology of music education is the science of studying and teaching the basic psychological law in the school situation. The third view is that the research object of music education psychology is the psychological phenomenon and its development law in music education behavior. It includes not only the study of the psychological structure of teachers and students in music education activities, but also the psychological law of interaction between teaching and learning behavior. This paper, "the Application of Music Educational Psychology in Harmony Teaching", is to use the third viewpoint of Music Educational Psychology to explain "changing the situation that teachers simply say that students are heard in harmony teaching". To study the teachers' psychology in the teaching of harmony and to improve their professional ability and ideological level; on the other hand, to find out the students' psychology, to study the students' knowledge and skills of harmony, to carry out harmony learning and the factors and conditions that affect the students' learning. In this way, the correct organization of harmony teaching. In the process of learning, students should be trained to master the skills and methods of learning harmony knowledge, and to improve their thinking, imagination and practical operation ability. Harmony teaching integrates knowledge, science and interest. This paper is divided into five parts: the first part is the development and present situation of harmony acoustics. The second part studies the teaching basis of harmony theory. The third part is the psychology of harmony teachers and students. The fourth part is the psychological factors in the teaching of harmony. Some experiences in the fifth part
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：J616
【引证文献】
相关期刊论文 前1条
1 邓元双;;浅析“心理动力”因素对器乐教学的影响[J];大舞台;2011年04期
，本文编号：2354249
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