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《中国教育报》曾刊载一个令人颇有感触的事例:某小学语文考试,试卷上有一道题问:“雪化了变成什么?”有个颇有创意的学生写道:“变成春天”。这分明是极有诗意、极脱俗的回答,可他偏偏不及格。为什么?因为标准答案上赫然写着:“变成了水”。这种情况不仅发生在语文、数学等学科,也经常发生在最具创造性及想象力的音乐学科之中。长期以来,由于传统教育思想的影响,音乐教学中“我教你学、我讲你听”的传承式教学牢牢地禁锢着学生的思维。学生只能被动地接受一个个“标准答案”而不允许有自己独立的思考和见解。显然,这种陈旧的教学方式已不符合现代教育精神,更是与素质教育的要求背道而驰的。 高中音乐课教学是以欣赏为主的,在欣赏的过程中锻炼学生发展创造性思维,提高审美能力。通过教学实践,我逐渐摸索出了由“认知准备”、“感性接触”、“理性加工”、“情感激励”、“巩固应用”五个环节组成的完整教学模式。下面我以高中课本第一单元第二课《江河水》课堂教学实例来加以阐述,其环节顺序如下:
The China Education Daily published a very touching example: a primary school language test, a question on the test paper: “what has become of snow?” There is a creative student wrote: “become spring”. This is clearly a very poetic, very refined answer, but he failed. Why? Because the standard answer on the line reads: “turned into water.” This situation not only occurs in the language, mathematics and other disciplines, but also often occurs in the most creative and imaginative music disciplines. For a long time, due to the influence of traditional educational thoughts, the inheritance teaching of “I teach you to learn, I tell you to listen” in music teaching firmly imprisons students’ thinking. Students can only passively accept a “standard answer” and do not allow their own independent thinking and opinion. Obviously, this old teaching method is not consistent with the spirit of modern education, but also runs counter to the requirements of quality education. High school music teaching is based on appreciation, in the process of appreciation of students to develop creative thinking, improve aesthetic ability. Through teaching practice, I gradually explored a complete teaching mode consisting of “cognitive preparation”, “sensual engagement”, “rational processing”, “emotional stimulation” and “consolidation and application”. Here I am to high school textbook first unit second lesson “river water” classroom teaching examples to be elaborated, the order of the link is as follows: