认知结构与钢琴教育策略——基于高师钢琴教学师生“同步”进程默契构建研究

Cognitive Structure and Piano Teaching Strategy--Research on the Construction of Teacher-Student Synchronization in College Piano Teaching

高师钢琴教学一贯注重"技能训练"与"表演实践"两方面的实施策略,这种施教的本质是基于学科的实践经验,特别是基于音乐表演实践的经验,虽然高师钢琴教育一直秉持培养"一技多能"的音乐教学实用型人才的主观愿望,但成效却不尽人意。从认知心理学的角度观察,这种教学效果主要表现在动作技能的习得与运用,非常适合钢琴表演实践专业的培养方法,但却不完全适合高等师范院校培养既能演奏又具备教育教学技术与能力的音乐(或钢琴教育)师资的复合型人才的终极目标。因此,本文引入现代心理学的认知心理学成果,对此问题进行反思与探讨,寻求更适合高师钢琴教育本质特征的策略,以提升高师音乐教育教学的培养效率和质量。

In piano teaching,teacher-student synchronization with tacit understanding enables students to make rapid progress.Without this tacit cooperation,the progress made by students is on the contrary,rather slow.The guidance and enlightenment from the teacher plays a leading role in piano teaching,and the favorable emotional interactions between the teacher and students are also quite conducive.Therefore,how to find an effective way to teach and enlighten the different individual students in piano teaching is an issue that the teacher should take into consideration.A strict teacher produces outstanding students,so what the teacher should carefully consider and implement is a set of strict teaching methods with clear procedures,goals and measures,and the educational management with humane and scientific characteristics.