案例教学与职前音乐教师的课堂教学技能培养

【作者】 陈怡；

【导师】 张荫尧；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 音乐课堂教学是基础音乐教育的主要形式。课堂教学技能,既是职前音乐教师职业技能的重要组成部分,也是职前音乐教师具备从师任教能力的基本条件之一。音乐教师职前教育是孕育基础音乐教育人才的摇篮,肩负培养职前音乐教师课堂教学技能的使命。从当前的现实状况看,音乐教师职前教育面临着教师专业化与基础音乐教育改革的双重压力。在此情况下,案例教学为解决职前音乐教师的课堂教学技能培养问题提供了一种行之有效的方法。在本论文研究中,笔者采用观察法、文献法、问卷调查法。通过直接或间接的观察,对于职前音乐教师课堂教学技能培养的现状进行现实考察;通过对文献的分析与综合,探索有关于案例教学的本质问题;借鉴当代教育理论与音乐新课程教育理念,针对案例教学在职前音乐教师课堂教学技能培养过程中的运用问题进行理性思考。在持续不断的行动探索中,反思与修正行动的方向,力图为案例教学在职前音乐教师课堂教学技能培养中的进一步实践起到较为有效的指导作用,为案例教学在音乐教师职前教育领域中的深入发展起到积极地推动作用。文章共分为两个章节:第一章主要探讨案例教学与课堂教学技能的基本理论问题。在案例教学的基本理论方面,从案例教学的产生演进、理论基础、案例教学的概念与实施过程四方面,对案例教学作本体性的梳理和阐述;在课堂教学技能的基本理论方面,从课堂教学技能的特征、结构及其形成三方面论述,得出结论为:课堂教学技能具有理论性与情境性、外显性与内隐性、缄默性与个体性三方面特征,它由课堂教学技能的知识表征系统与教学操作系统两部分组成,在其形成需要经历三个阶段,即定向阶段、分解与整合阶段、熟练阶段。在此基础上,笔者通过论述基本理论与职前音乐教师的课堂教学技能培养问题,理清案例教学、职前音乐教师与课堂教学技能三者之间的联系。第二章,在前一章节的论述基础上,结合笔者的初步实践探索,探讨如何通过案例教学对职前音乐教师进行课堂教学技能培养的问题。笔者从案例教学实施的指导思想及实践应用两方面进行阐述,其指导思想为:促进职前音乐教师的课堂教学技能与实践智慧的共同发展、体现中小学音乐课堂教学情境、提高职前音乐教师间的交往与合作能力、强化职前音乐教师个性的发展。在案例教学实践应用过程中需要考虑三方面要点,即教学目标的确定、案例的选择、教学实施形式。基于这三方面要点的论述,最后笔者列举了三则案例教学实例。更多还原

【Abstract】 Classroom-teaching, which is the main mode of basic music education, is not only the essential part of professional skills, but one of the fundamental qualifications for pre-job music teachers as well. Pre-vocational education of music teachers, which is responsible for the training of classroom-teaching skills, has been the cradle of talent for basic music education. Judging from the current situation, pre-vocational education is facing double stress of professionalization of teachers and the reform of basic music education. Therefore case-based teaching provides an effective way for solving the training of classroom-teaching skills of pre-job music teachers.In the study of this paper, the author adopts several methods including observation, literature searching and questionnaire, through which directly or indirectly to see about the actuality of classroom-teaching skills of the pre-job music teachers, to explore the deep-seated problem of case-based teaching and to rethink the problem of adopting the case-based teaching method rationally in the process of skills training with the help of new theory of music teaching and contemporary education. After the successively exploration, the method has been modified to play an effective role in guiding the further practice of case-based teaching in the training of classroom-teaching skills and further promoting the development of case-based teaching in the field of music teachers’pre-job education.The paper focuses on three themes of‘What is case-based teaching?’,‘What is classroom-teaching skills?’and‘Why should we use case-based teaching and How to use it?’The paper has two chapters.The first chapter will concentrate on the basic theoretical problem of case-based teaching and classroom-teaching skills. Expatiate the case-based teaching from four fields of its origin, foundation, concept and practice and classroom-teaching skills from three fields of its features, structure and foundation. And finally conclude that there will be three main features of classroom-teaching skills including theoretically and circumstantially, externally and internally, silently and individually, which composed of its knowledgeable token system and its teaching system, whose foundation will undergo three stages including directional stage, disassemble and assemble stage and proficient stage. With this understanding, the author will deduce the connection of three parts: the basic theory and the training problem of the Pre-vocational education of music teachers, the case-based teaching, Pre-vocational education of music teachers and classroom-teaching skills.With the expatiation of the first chapter, the second chapter, which grounded on case-based teaching, will probe into the cultivation of classroom-teaching skills through the author’s primary exploration. It will be expatiated in two parts–the guiding idea of implementation of case-based teaching and the practice, which means to promote the co-development of two essential qualifications of the pre-job music teachers, to enhance the communication and cooperation of the pre-job music teachers, and to strength the personality development of the pre-job music teachers.There will three main points, the definitely aim of teaching, the selection of case and the form of implementation of case-based teaching, to be considered in processing the case-based teaching. Finally three cases, which based on all above, have been listed更多还原