汲音乐之泉,浇语文之花——小学语文与音乐学科有效整合的实践与探索

• 作 者: 樊红梅
• 机 构: 甘肃省兰州市城关区东站学校,
• 出 处: 新课程(中)
• 发表日期: 2016年12期

“借得西湖一池水,画出南国三重春。”在语文教学中,把音乐融入课堂中,精神上的潜移默化,情感上的熏陶感染,既提高了学生的语文素养,又增进了语文学习的效果。一、创设情境,渲染情感人的情感的产生和发展依赖于一定的情境。语言文字的抽象性往往使这些刚认识汉字的孩子一时难以体验文字描写的情感。而音乐轻重缓急的曲调,明快的节奏,未成曲调先有情的特点,能给他们更为直接、更为生动、更为丰富的感受,它所唤起的联想是

“To borrow a pool of water in the West Lake, draw the southern spring. ” In the teaching of Chinese, the music into the classroom, the spirit of the subtle, emotionally infected, not only improve the students’ language literacy, but also improved the language The effect of learning. First, the creation of situations, rendering emotions The emergence and development of human emotions depends on a certain situation. The abstraction of the language often makes it difficult for these newly-recognized children to experience the emotion of writing. The melodious music melodies, lively rhythm, melody is not the first characteristics of love, give them a more direct, more vivid, more rich feelings, it is aroused the association is