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在中学任教的十二年,笔者有机会接触到两个不同文化背景的学生群体(国际部与本部,以下简称“两部”),并有幸直接参与了两部的音乐教学。在教学过程中,笔者发现“两部”学生在音乐课堂学习中的表现具有很大差异,这一差异背后的中西音乐教育文化差异值得我们深思。通过对两部学生音乐表现形态的比较研究,有助于我们深入思考音乐教育的理念和音乐教学的模式,探究更好地体现音乐课程价值的途径和方式。“两部”学生的音乐表现形态第一,音乐情感的表达。在欣赏音乐时,国际部的整个课堂秩序会受音乐强弱、速度、形式等变化的影响。当音乐热烈、快速时,学生讨论的区域和音量都会扩大;音乐平缓时,学生即使讲话和动作也是小范围的,甚至会选择在音乐转折或连接段时完成。欣赏音乐时的课堂氛围也会受音乐风格、流派的影响,例如,相当一部分学生欣赏Rock时会夸张得扭动身体;欣赏Jazz时会伸高双臂,闭目摇头;欣赏古典歌剧时会夸张地梗直脖子模拟花腔的高音,大部分学生都会在不同时段
In the 12 years of teaching in secondary school, I had the opportunity to meet two groups of students of different cultural backgrounds (Department of International Affairs and Headquarters, hereinafter referred to as “two”), and I was fortunate enough to participate directly in the teaching of the two schools. In the process of teaching, I found that the performance of “Two” students in music classroom has a great difference. The cultural differences between Chinese and Western music education behind this difference deserve our deep consideration. Through the comparative study of the musical performance of the two students, it helps us to think deeply about the concept of music education and the mode of music teaching, and explore ways and ways to better reflect the value of music courses. “Two ” students first music performance, the expression of musical emotion. While listening to music, the entire departmental order of the Department of International Affairs will be affected by the changes in music strength, speed and form. When the music is warm and fast, the area and volume of the students’ discussions will be widened. When the music is smooth, the students will be able to finish the music transition or connecting segments even when speaking and acting. For example, a considerable number of students will exaggerate their body when they enjoy Rock. When enjoying Jazz, they will stretch their arms and shake their eyes to shake their heads. When experiencing classical operas, they will exaggerate Terrier straight neck simulation flower chamber treble, most students will at different times