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自古以来,教学法就不是一个静态的名词,而是一个完全动态的动词。由于人类历史的变革,形成了各种不同的教学法。对于每一位音乐教育工作者而言,不论学识经验的深浅,能力高低,皆能形成一套个性化的教学方法,从而引起学生的学习兴趣,满足学生的需求,进而启发学生的智能,充分发挥教材的功能。这些音乐教学方法多数属于短期、教学对象单一或小群体、范围小、微观的教学规划。20世纪以来,多位富有创意的音乐教育家依据个人的音乐教育理念,开始从整体的结构、严谨系统化的组织、宏观的角度各自主张不同的教学手段,形成不同派别的音乐教学体系。其中20世纪前期兴起以儿童为中心的音乐教学体系包括瑞士的达尔克罗兹、德国的奥尔夫、匈牙利的柯达伊、与日本的铃木镇一。本章着重阐述达尔克罗兹音乐教学体系的教学特色及其课堂实践。
Since ancient times, pedagogy is not a static noun, but a completely dynamic verb. Due to the change of human history, a variety of teaching methods have been formed. For each music educator, regardless of the depth of experience and abilities, a set of personalized teaching methods can be formed to arouse students ’interest in learning to meet the needs of students and thus inspire the students’ intelligence and adequacy Play teaching materials. Most of these music teaching methods belong to the short-term, single or small groups of teaching objects, small scope, micro-teaching planning. Since the 20th century, many creative music educators have started to advocate different teaching methods from the overall structure, rigorous and systematic organization, and macroscopic perspectives according to the concept of individual music education to form music teaching systems of different factions. Among them, the musical education system centered on children in the early 20th century includes Dalke Cloze in Switzerland, Orff in Germany, Kodaiy in Hungary and Japan’s Suzuki Town. This chapter focuses on the teaching features and classroom practice of the Dalcroz Music Teaching System.