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以美育为基本属性的音乐学科,在其教育教学的过程中,与以智育为主要目的的其他学科有着显著的区别,那就是:淡化教学活动中的知识传授过程,代之以师生双方主动投入、互相吸引的情感交流活动。音乐教学的全部过程,应是一种自觉的审美感知和审美发现的过程。这个过程应贯穿所有的审美因素,并以美感的发生为根本内容。小学一、二年级识读乐谱的内容包括:认识简单的节奏符号;能用声音、语言、身体动作等表现简单的节奏;能够用唱名模唱简单乐谱。根据“音乐教学的过程就是一种自觉的审美过程”的理念以及《音乐课程标准》提出的“识谱要与演唱、演奏、创造、鉴赏等教学内容密切结合,要以生动的音乐为载体,在学生
In the process of education and teaching, the music subject with aesthetic education as the basic attribute has a significant difference from other disciplines whose main purpose is intellectual education: to weaken the process of imparting knowledge in teaching activities and replace it with the initiative of both teachers and students Investment, mutual attraction of emotional exchange activities. The whole process of music teaching should be a conscious process of aesthetic perception and aesthetic discovery. This process should run through all the aesthetic factors, and to the appearance of aesthetics as the fundamental content. The primary and secondary grades of reading music include: understanding of simple rhythmic symbols; the ability to express simple rhythms in sounds, languages, body movements, etc .; According to ”music teaching process is a conscious process of aesthetic “ and the concept of ”music curriculum standards“ ”knowledge of the spectrum with the singing, playing, creating, appreciation and other teaching content is closely integrated with vivid music As a carrier in students