以琵琶为例探讨少年儿童学习音乐Word文档格式.docx
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Inyoungchildrentolearnmusicinterestof,usuallycontains"
interesting"
"
fun"
and"
inclination"
thesethreepsychologicallevel.Interestisakindofinstincttoexplorehumanknowledgeandtheworldneeds,isalsoakindofthehighestlevelofneeds,teacherscultivatethestudents'
interest,canmakelearningthepipatothenextlevel.SoIletthestudentknowthebeautiful,harmoniousPiPaQuononehand,ontheotherhandplaytotheroleofthegreenevaluation,causesthestudenttohavealastinginterestinlearning.
一、建立良好的师生关系,化“被动学习”为“主动学习”
One,setupagoodrelationshipbetweenteachersandstudents,"
passivelearning"
to"
activelearning"
和谐的师生关系是开展正常教学活动、提高教学效率的保证。
教师要与学生建立良好的教学关系,应把学生当作知心朋友,视为值得尊重的教学主体,把琵琶教学过程不看作是简单传授音乐技能和知识的过程,而是把情感的纽带抛向学生,创造一种平等、民主、和谐、相互交流的教学氛围,使学生“亲其师而信其道”。
Harmoniousrelationshipbetweenteachersandstudentsistocarryoutthenormalteachingactivities,andimproveteachingefficiency.Teachersmustbuildupgoodrelationshipwiththeteachingwiththestudent,shouldputstudentsasabosomfriend,asaworthyofrespectofteachingmainbody,thepipateachingprocessisnotassimpletoteachmusicskillandknowledgeoftheprocess,buttheemotionaltiestothestudents,createanequal,democraticandharmoniousteachingatmosphere,communicatewitheachother,sothatthestudents"
closeitsdivisionandbelievestheway"
.
1、以琵琶为载体与学生进行交流、对话,沟通师生之间的情感,拉近师生距离。
对学生应有一种无私的爱,当学生遇到困难时,应帮助学生克服自卑,树立学好琵琶的信心;
当学生获得一点点进步应及时给予鼓励。
1,withthepipaasthecarrier,andstudentstocommunicate,dialogueandcommunicationbetweenteachersandstudentsemotion,reducethedistancebetweenteachersandstudents.Thestudentsshouldhaveaselflesslove,whenthestudentsmeetwithdifficulties,shouldhelpthestudentsovercomeinferiority,developtheconfidencetolearnthepipa;
Whenthestudentsgetalittlebitofprogresstogivetimelyencouragement.
2、教师要调动学生的学习积极性,激发学生主动学习的状态。
托尔斯泰曾说:
“成功的教学不是强制,而是激发学生的兴趣。
”这句话使我想到一位初学琵琶的一年级学生,每次上课她的妈妈都要陪在身边,学生一脸不情愿,家长不时催促她快点弹。
越是这样,学生就越磨蹭,我觉得她就像一头被犁套着的牛,还谈何愉快学习?
分析原因,是因为家长很喜欢琵琶,但没有考虑孩子的兴趣,也没有考虑儿童的学习心理,对孩子的期望太高,恨不得她短期内就能弹出优美动听的乐曲并考到一定级别,造成孩子学习很被动。
找到根源后,我和家长进行了沟通,使其明确了学习琵琶的目的,让她上课别陪在孩子的身边。
每次上课我以耐心的讲解、和蔼的态度加以激励的语言调动学生的积极性,让学生在学习过程中丝毫没有被强迫的感觉。
结果发现这位学生学习状态发生了可喜的变化,由原来的“要我学”变成了“我要学”,进步很快,教与学成为一件愉快的事情。
2,theteacherwantstomobilizestudents'
learningenthusiasm,stimulatestudents'
activelearningstate.Tolstoyoncesaid:
"
thesuccessofteachingisnotcompulsory,butstimulatestudents'
interest."
Thissentencemademethinkofabeginnerpipafirst-yearstudents,hermotherwillaccompanyineachlecture,studentsfaceareluctant,parentsurgedhertohurryuptoplayfromtimetotime.Themoreso,themorestudentslinger,Ifeelsheislikeaisasetoftheheadofcattle,andenjoyablelearning?
Analysisthereason,becausetheparentsarelikepipa,butdidnottakeintoaccountthechild'
sinterest,alsodidnotconsiderthelearningpsychologyofchildren,tochildren'
sexpectationistoohigh,couldn'
tshecanintheshorttermsoundsbeautifulpopmusicandtoacertainlevel,causechildrenlearnverypassive.Findtherootcause,Iandparentstocommunicate,tomakeitclearthepurposeoflearningthepipa,letherdon'
taccompanybesidechildreninclass.EveryclassIinpatience,friendlyattitudetotheinterpretationofencouraginglanguagearousesstudent'
senthusiasm,letthestudentsinthelearningprocesswithoutbeingforcedtofeel.Foundthatgreatchangeshavetakenplaceinthestudents'
studycondition,from"
wantmetolearn"
into"
Iwanttolearn"
progresssoon,theteachingandlearningbecomeapleasantthing.
二、用形象化的评价语言帮助儿童认知
Second,tohelpchildrenwithvisualevaluationlanguagecognition
音乐艺术具有形象性的特点,是通过旋律、节奏、力度、速度、和声、音色等音乐语言塑造生动感人的音乐形象,具有声态、情态、形态、动态等一系列形象化特征。
琵琶教学中可利用形象化的评价语言使学生领会。
例如教学生弹奏《大浪淘沙》时,白酒设备要求在处理弹奏低沉、控诉、无奈等情绪时,学生没有灵感,更实际一点来说,是学生没有这方面的情感阅历。
但是,不能因为没有阅历就不弹乐曲,所以,我们可以“故意”大发雷霆,说学生没用心听课,故意在这里打磨时间……同学们肯定委曲,情绪低沉下来。
Musicarthasthecharacteristicsoficonicity,whichisthroughmelody,rhythmandmusiclanguages,suchasstrength,speed,harmony,tone,vividandmovingmusic,imagehasShengTai,modality,morphology,dynamicandaseriesofvisualfeatures.Pipateachingavailableinvisuallanguagetomakethestudentsgraspofevaluation.Playing"
sweep"
suchasteachingstudents,therequirementsinprocessingplaybass,indictmentandhelplessmood,suchasthestudentshavenoideas,amorepracticalpoint,isthestudent'
snotintheemotionalexperience.Butcan'
tbecausethereisnoexperiencedoesnotplaymusic,so,wecanbreakintoafuriousrage"
onpurpose"
saysstudentslisteningtolecturesattentively,notdeliberatelypolishedtimehere...Studentsmustresign,gloomymooddown.
教师要关注学生情绪的变化,而且继续连珠炮似地“激将”道:
“强化训练,把这段弹上一百遍。
”学生张口欲言、百口难辩,埋头开始练琴……见“情况”见好,立即“变嗓”,一百八十度大转弯地对学生说:
“对了,刚才老师错怪了你们,所以你们情绪一下很低沉,但是老师还变本加厉地冤枉你们,以致于你们有口难辩,是不是想控诉啊?
”聪明的学生眼睛一亮,立刻道:
“老师,我明白了。
”接下来再悉心示范指导,海吉布教学效果不言而喻。
这时教师可以大大表扬,说:
“真没想到,你们的接受能力和理解能力这么好,超乎老师的想象,如果把基本功练好,将来你们的琵琶演奏一定很有前途!
”
Teachersshouldpaycloseattentiontostudents'
emotionalchangesandcontinuecheerleader,"
parlour"
way:
intensivetraining,theperiodofplayingonehundredtimes."
Studentstoopenmymouthtosay,themouthshape,headstartpracticing...See"
situationgetsbetter,"
immediately"
voice"
turnonehundredandeightydegreestostudents,said:
bytheway,justtheteacherwrongaboutyou,soyourmoodisverylow,buttheteacheralsotoincreasethewrongedyou,thatyoustandon,ifwanttocharge?
"
Brightstudentseyesabright,immediatelysaid:
teacher,Iunderstand."
Thencarefullydemonstrationguidance,teachingeffectisself-evident.Thenteacherscangreatlypraise,said:
Ididn'
tknowthat,youacceptabilityandunderstandingabilitysogood,beyondtheteacher'
simagination,ifthebasicstyle,yourpipaplaymustbeverypromisinginthefuture!
三、实施情感评价,以情激趣
Third,emotionalevaluation,inaddition
音乐是情感艺术,情感是音乐审美感受的动力,是最活跃的心理因素。
苏霍姆林斯基说:
“让学生体验到一种自己在亲身参与掌握知识的情感,乃是唤起青少年特有的对知识的兴趣的重要条件。
”在琵琶教学中,教师首先应以自己的情感去拨动学生的情感,使之产生共鸣,激发情感动力,从而进入学习音乐和演奏琵琶的最佳状态。
例如,琵琶的基本指法:
弹、挑、分、轮指……单练起来是很枯燥的,如果每次上课都单调地重复这些内容效果肯定不好,但这些指法要求牢牢掌握,因为它是琵琶演奏中必不可少的。
可以大量收集学生喜爱的儿童歌曲,例如《新年好》、《小猪睡觉》、《粉刷匠》等等,将这些指法融合在一起,学生边弹边唱,教师还可以充当伴奏员,用打击乐为他们伴奏。
Musicisanemotionalart,emotionisthepowerofmusicaestheticfeeling,isthemostactivepsychologicalfactors.SuHuomLinSijisaid:
letthestudentsexperienceakindofhimselfinthehands-onknowledgeofemotion,butarousetheyouththeimportantconditionofpeculiarinterestinknowledge."
Inthepipateaching,teachersshouldfirstwiththeirownfeelingstotouchstudentsemotion,resonate,stimulatingmotivation,tolearnmusicandplaythepipabest.Thepipa,forexample,thebasicfingering:
play,pick,andtremolo...Singlepracticeitisveryboring,ifeverytimeinclasstorepeatthecontenteffectisnotgood,butthesefingeringrequestfirmly,becauseitisessentialtothepipaplaying.Canalargecollectionofstudent'
sfavoritechildren'
ssongs,suchas"
happyNewYear"
thepigsleep"
plasterer"
andsoon,thesefingeringfusesintogether,studentsplayingandsinging,theteachercanalsoactasaccompaniment,withpercussionaccompanimentforthem.
四、在表演中贯穿绿色评价
Fourth,greenrunsthroughtheperformanceevaluation
儿童在学琴的过程中,如果没有人欣赏他们的演奏,会学得比较孤独,当然就减弱了学习热情,所以我总是有意给学生创设表演的机会。
比如开“小小演唱会”,邀请一名弹得最棒的小朋友作为“琴师”,为演唱的儿歌伴奏。
同学们为了争到这一席位,暗地里当然会去下苦功。
可以让他们在家里邀请爸妈先为他们排练,这样就可以多一些胜出的机会了。
这样一来,家长的作用就很巧妙地用上了。
当然,还可举行一些汇报演出,让孩子们在准备练习中提高演奏水平和竞争意识,在学习中体验成功、享受成功。
有了鼓励与表扬,有了成功的感受,孩子们就会产生浓厚的学习兴趣,为以后演奏出美妙动听的音乐打下坚实的基础。
Childrenintheprocessoflearning,ifnooneappreciatetheirplaying,canlearnmorelonely,ofcourse,weakenedtheenthusiasm,soIalwaysintendedtogivestudentscreateperformanceopportunities.Suchas"
smallconcert"
invitedaplaybestfriendasa"
holiday"
themusicforsingingchildren'
ssongs.Theclassmatestofighttotheseats,secretly,ofcourse,willgotohardwork.Theycanathomeandinvitemyparentstorehearseforthem,sothatyoucanwinmorechance.Asaresult,theroleofparentsiscleverlyused.And,ofcourse,canalsoholdsomereportperformance,letthechildreninforexerciseimprovethelevelofplayandcompetitionconsciousness,experiencesuccess,toenjoysuccessinlearning.Withencouragementandpraise,withasenseofsuccess,thechildrenwilltakeagreatinterestinlearning,forlatertolayasolidfoundationforplayingthebeautifulmelodyofmusic.
总之,琵琶教学过程的愉悦性和教学评价的激励性,不仅会给学生带来极大的快乐,而且会使学生对琵琶学习产生浓厚的兴趣和持久的学习动力。
在学习琵琶的过程中,教师一定要因势利导,注意鼓励,摒弃那种灌输式或机械训练的教学方法,始终围绕培养孩子的兴趣与情感,在愉快的氛围、绿色的课堂中让儿童喜爱琵琶、热爱音乐。
Joviality,inshort,thepipateachingprocessandteachingevaluationincentive,notonlycanbringgreatjoytostudents,andtheirinterestwillmakestudentslearningofpipaandpersistentlearningmotivation.Intheprocessoflearningthepipa,theteachermustimprovetheoccasion,payattentiont