【作者】 沙莎；

【导师】 蔡岳建；

【作者基本信息】 西南大学 ， 学前教育学， 2016， 硕士

【副题名】基于语言与音乐领域整合的视角

【摘要】 节奏感培养作为音乐教育的重要内容,对幼儿的身心发展具有重要价值。然而研究者深入幼儿园了解发现,现实中的大班音乐教学缺少针对性的幼儿音乐节奏感培养活动。在提倡幼儿园音乐教育整合化的背景下,教师虽能认识到不同领域课程相互整合的价值和必要性,在组织开展音乐活动时也尝试与其他领域进行整合,但对“为什么整合”“能否整合”以及“如何整合”的理解浅显而片面,节奏教学也只局限在音乐领域内部进行,影响了幼儿音乐节奏感的发展。为此,本研究在充分考量语言与音乐领域整合的必要性和可行性基础上,进行语言与音乐领域整合性音乐教学的实践,对二者整合能否有效地促进幼儿音乐节奏感的发展、促进了幼儿音乐节奏感哪些方面的发展,以及如何实现这些发展进行探究。本研究以行动研究法为主线,选取铜陵市Y幼儿园大班全体幼儿作为研究对象,辅之以文献法、观察法和访谈法等进行资料的收集。在行动真正展开前,为保证研究的质量和顺利开展,针对合作教师在幼儿音乐节奏感培养和整合性课程理论方面存在的观念偏差,研究者提供给合作教师相关理论知识材料,并与教师形成学习共同体进行交流讨论,厘清了教师对幼儿音乐节奏感概念、培养价值、培养方法等方面的认识,促进教师对整合性课程理论如何运用到实际教学的理性思考。在此基础上,遵循该班原有的季度教学活动计划,以《秋日大丰收》为主题背景,选取四首儿童歌曲和童谣《黄豆荚》,设计了三个阶段七个教学活动方案。每个阶段的活动都分为初步体验学习和创造性节奏应用两个板块,两大板块又分别采用音乐节奏→语言节奏、语言节奏→音乐节奏两种过渡模式对语言与音乐进行整合。第一阶段先是通过语言的念诵、默诵和简单的拍手、声势练习让幼儿初步体验和学习了四分、八分和休止节奏,并以引导幼儿模仿简单的四分和八分组合节奏型进行童谣念诵和学唱。随后,第二阶段在语言念诵、默诵和声势的基础上进行了柯达伊节奏读法和节奏声势的分组合奏以及简单的乐器伴奏,进一步让幼儿学习和掌握了较复杂的八分附点和连续十六分节奏。最后在第三阶段加入切分节奏,就童谣《黄豆荚》第三段进行不同节拍(二拍子和三拍子)的节奏组合,并综合前两个阶段的节奏内容和方法对幼儿进行了多层次的综合节奏训练。在经历了“实施-反思-调整-再实施-再反思”的过程后,整合性音乐教学培养大班幼儿音乐节奏感的活动方案得以不断的修正和完善。研究的结果和讨论部分:首先,研究者从方案的目标设定、内容选择与编排、组织与实施以及评价这四个方面对本次行动研究做出总结;其次,研究者从教师和幼儿两方面对整合性音乐教学的效果进行了质性分析。结果表明:经过整合性音乐教学实践,合作教师在幼儿音乐节奏感培养观念与行为上均发生转变,促进了教师的自我成长;实现了幼儿音乐节奏感在音乐节奏认知、情感和技能三个维度多项指标上的全面发展。研究者还进一步就如何在音乐教学中进行语言与音乐的整合以更好地培养幼儿音乐节奏感进行反思,对本次行动研究中整合的有益经验做出分享:基于对特定语言形式的节奏特点进行分析,提升“语、音”整合的适配性;运用灵活多变的教学手段和方法,促成语言与音乐的双向过渡;联系主题与幼儿生活经验,营造富于语言和音乐的活动环境;遵循幼儿的年龄特征,满足幼儿对音乐节奏情绪情感体验和自主表达的需要。最后,研究者基于本研究的不足,建议将来的研究能够继续增强教师的培养意识,加强整合性课程理论知识学习,进一步探索语言与音乐领域整合的有效途径,并对更多其他领域的整合性音乐教学进行尝试。更多还原

【Abstract】 As an important part of music education, rhythm sensation cultivating has an important value for children’s development. However, the researcher deep into the top class of a kindergarten, found that is almost no targeted music teaching activities to build children’s rhythm sensation. On the background of promoting the integration of the kindergarten music education, teachers are on to the value and necessity of mutual integration of different areas of the course, even give some try to link with other fields wehn they are organizing a musical activity. However, for their one-sided and superficial knowledge of "Why to integrate" "If can be integrated " and "How to integrate ", rhythm practicing are still confined to the music field, so that the development of children’s music rhythm sensation are limited. Therefore, based on full consideration of the necessity and feasibility of language- music integration, this research try to practice the “ language-music” integrative music teaching, and if the integration can real effectively promote the development of early childhood music rhythm sensation, promote what, and how to achieve these developments will be explored.This study used action research as the map research method, combining with observation and interview to collect data, selecting all the children of Y kindergarten in Tongling as the study cooperator. Because there are some misunderstandings among cooperated teachers, the researcher provided theoretical materials to them before the real action to start, and gather a learning community to discuss with them. So, the concept,values,cultivating method of music rhythm sensation were clarified, teachers’ understanding of how to apply the intergrated curriculum from theory to practice are promoted. On this basis, following the original quarterly teaching program of this class,we set “Harved autumn” as the theme, selected four children’s songs and the nursery rhymes “yellow pod” to design eight music activities, and these activities are proceed in three phases. Each stage are divided into two plates: preliminary activities experiential learning and creative rhythm using and the two plates is corresponding with the two transition patterns: music rhythm → language rhythm, language rhythm → music rhythm. In the first stage, by chanting language and simple clapping silent recitation, the initial momentum practice so that children experience and learn Four Minute and Eight Minute rhythm, guiding children to imitate the simple combination of these two rhythm patterns to read or sing the nursery rhyme. Subsequently, on the basis of silent recitation and momentum,in the second stage,children were divided into two groups, language chanting and Kodaly Rhythm Reading momentum, to have an ensemble practicing, simple instrumental accompaniment help children furthur master more complex rhythm of the music, and teachers adjust chanting and singing nursery rhymes rhythm. Finally, the third phase add chopped rhythms, synthesize the content and method of the first two stages.Teacher organize children get a multi-level, comprehensive, and complete adapted rhymes rhythm training. After the process of "Action- Reflection- Adjustment-Reactiont- Reflection", the intergrated music-teaching programs which cultivating children’s music rhythm sensation has been amended and improved.In part of the research results and discussion:First, the author make a summary on the intergrated music teaching from the objectives setting, content selecting and layout, organization and implementation,evaluation.Secondly, researchers from both teachers and children to carry out qualitative analysis of the effects of integrative music teaching. The results showed that: After integrative music teaching practice, there occurred a shift both in teachers concept and behavior of cultivating children’s music rhythm sensation, the practice not only promoted teachers’ self-development but children’s music rhythm sensation also achieve a overall development, specific performance in their musical rhythm cognition, emotion and skills. specific performance in their musical rhythm cognition,emotion and skills. The researcher give a further reflection on how to carry out the integration of language and music in music teaching in order to better developing children’s music rhythm sensation, and make a good experience from this study to share: analyzing the rhythm features of specific language forms, enhance the adaptation of integrating; using flexible teaching methods, contribute to the bidirectional transition of language and music; linking the theme with children’s experience, creating an activities environment full of music and language; Abide by children’s age characteristics, to meet their needs of experiencing rhythm emotion and self-expression.Finally, considering the insufficients of this study, the author proposed future research need to enhance teachers’ awareness of cultivating children’s music rhythm sensation, strengthen the theoretical knowledge of integrated curriculum, making further exploration on effective ways to integrate language and music, and try to intergrate with more areas in music teaching.更多还原