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2010年8月1日至6日,我有幸参加了在北京举办的第29届世界音乐教育大会。作为一名普通的小学音乐教师,给我印象最深的是由澳大利亚的一位专家开设的工作坊。此工作坊采用一种以活动为核心的方法,与指导性和规定性的课程合并,通过丰富多彩的活动和变化多样的形式,突出奥尔夫音乐教育体系的特点,让学生在活动中感受音乐、体验音乐、创造音乐。下面的教学实例是根据本人的笔记整理的,为了不停留在对材料、过程等表面现象的罗列上,我也尝试根据专家的讲课和自己的体会,对这些教学现象进行一些分析。一、教学实例及评注人民音乐出版社教材第四册第二课:《卖报歌》。1、探索报纸的声响。(1)教师发报纸,学生探索用不同方法发出声响。如撕(快、慢速度不同)、抖动、甩、拍打、围成圆筒敲打、
From August 1 to August 6, 2010, I was lucky enough to attend the 29th World Conference on Music Education in Beijing. What impresses me most as an ordinary primary school music teacher is a workshop run by an Australian expert. The workshop uses an activity-centered approach that incorporates guiding and prescriptive curricula, highlighting the features of Orff’s music education system through a variety of activities and diverse forms, allowing students to feel at the event Music, experience music, create music. The following examples of teaching are based on my notes, in order to stay on the list of materials, processes and other surface phenomena, I also try to lecture according to experts and their own experience, some of these teaching phenomenon analysis. First, the teaching examples and commentary People’s Music Publishing House fourth book second class: “selling songs.” 1, to explore the voice of the newspaper. (1) teachers send newspapers, students explore different ways to make a sound. Such as tear (fast, slow speed different), jitter, rejection, beat, surrounded by a cylinder beat,