幼儿园问题解决音乐教学的理论原理与实施步骤

On Problem Solving Music Teaching in Kindergarten

幼儿园问题解决音乐教学以杜威的经验组织连续性原则与审美经验获得条件为理论基础,认为音乐经验获得的标示是儿童内部冲动与外部环境压力之间的平衡。音乐问题解决是儿童对一个音乐作品由完全生疏到能用身体动作表演再到能自如地演唱或演奏的过程。在此过程中,儿童的音乐学习会发生迁移,并涉及到同一音乐作品不同制作(表演)方式的转换,或同一制作方式由模仿向即兴表演的转换。幼儿园问题解决音乐教学由此必然要经历动作还原与经验提升两个阶段。所谓动作还原即在音乐学习之初,幼儿无需静聆音响或直面音乐作品,而是借助教师利用音响创作的故事来理解音乐作品,并用自己的身体动作表达这种感知。这实质是简化音乐作品的阶段,以激发幼儿音乐学习的动机与兴趣。接下来的经验提升阶段即是要实现幼儿个体已有经验与音乐种族经验的汇合。就歌曲教学活动而言,即是要促使儿童从用身体动作表现音乐作品特性到用噪音来表达;就器乐曲教学活动而言,即是要促使儿童自主地把用身体动作表现的音乐技能运用到打击乐演奏中。在经验提升的歌唱或演奏阶段,教师的指导十分重要,并要给幼儿充分讨论、选择、表演的自由。

Problem solving music teaching in kindergarten takes Dewey＇s experience continuum characteristic and condition of aesthetic experience gaining as its teaching principles. Experience continuum principle is that to get music experience needs two stages of reduction and enhancement. Aesthetic experience condition principle is that to get music experience needs a balance between inner emotion or thought and outer challenge. To perform a music work is a music problem solving. The solving process is from the moment children encounter a music work to the time children can fluently sing and play it.