学位授予单位 河南大学  
中文关键词  
导师 修海林  
论文级别 硕士  
学科专业名称 音乐学  

中文摘要 在音乐教学中，教师、学生、教学内容和教学方法等要素构成了一个完整的教学系统，在这个系统中，教学方法处于十分突出的地位，发挥着显著的作用。它将教师与学生、教师与教学内容、学生与教学内容联系起来，并使之相互作用，从而实现音乐教学系统的整体功能。真正理解和把握各种音乐教学方法，并能在教学实践活动中恰当地、创造性地使用它们，对于提高音乐教学的质量和效益，推动音乐教育教学的改革和发展都有着重要的意义。 本文在对自上个世纪80年代至今20余年间在我国产生和使用的音乐教学法，以及国外传入的音乐教学法的大部分文献材料分析、研究的基础上，归纳出了这一时期我国中小学音乐课堂中存在的主要教学方法类型，并逐一对每一种方法的性质和特点、优势和不足、价值和功能等方面都进行了较为详尽、客观地阐述、分析和评价。全文共分为三章： 第一章：音乐教学方法总论。这一章主要包含以下内容：对何谓音乐教学方法，做了明确的概念界定；概括了音乐教学方法在总体上所共有的一些基本特点；总结了音乐教学方法在使用时应遵循的几项基本原则；在介绍国内研究者对于音乐教学方法是如何分类的同时，提出自己的分类标准。 第二章：一般学科教学方法在音乐教学中的运用。主要介绍一些曾经在音乐教学中被采用和借鉴的一般学科所共用的常规教学方法，包括讲授法、问答法、讨论法、演示法、练习法、发现法、情景法七种方法。 第三章：音乐学科特殊的教学方法。这一章是全文的重点部分。分为两节：一、基础教育阶段各音乐学习领域中的教学方法，主要有唱歌教学法、欣赏教学法、器乐教学法、识谱教学法、创作教学法、综合性艺术表演教学法、音乐与相关文化教学法。基本上包含了目前我国中小学音乐课中所有学习领域的相关教学法。二、国外音乐教育体系和教学法。包括近20余年间传入我国的国外著名音乐教育体系和教学法：达尔克罗兹教学法、奥尔夫教学法、柯达伊教学法、综合音 乐感教学法、铃木教学法、卡巴列夫斯基的新音乐教学大纲、萨蒂斯·科尔曼的 儿童创造性试验教学和卡拉博·科恩教学法八种音乐教学法，在行文上从基本概 况介绍和特点分析这两个角度分别展开论述。 结语:总结全文;结合教育改革的理念和精神，提出在实践中合理使用音乐 教学方法应遵循的基本原则和规律。  

英文摘要 In the field of music teaching and learning, instructors, students, teaching contents, and teaching methods have become a whole teaching system. In this system, the teaching methods hold a prominent status. Instructors, students, and teaching contents are linked up each other by it. At the same time, these essentials are reciprocally influenced so as to realize the holistic function of the music teaching system. As we all know, to improve the quality and benefit of music teaching, and to propel the reform and development of it, it is significant to master and understand all kinds of teaching methods, to bring them into using in the teaching practices properly and creatively. Based on research and analysis of the documents of the music teaching and learning methods of latest 20 years from 1980s which were created in China or introduced from foreign countries, the article has summed up the type of the main teaching methods in music classroom of secondary and primary schools in our country, simultaneously, it expatiates, analyses and appraises the quality and characters, advantage and deficiency, value and function of each method in detail and objectively. There are three chapters in this article. Chapter one: pandect of music teaching method. This chapter mainly includes the following contents: defining the music teaching method; generalizing the radical characters; summarizing the basic principles to be complied in the using of the music teaching method; implying our own standards while introducing the classificatory standards of the music teaching methods used by national researchers. Chapter two: the normal teaching methods applied in the music teaching. This chapter principally recommends Tuitional Method, Conversational Method, Discussional Method, Demonstrating Method, Exercise Method, Discoverable Method, and Scene Method. These groovy methods are usually practiced in general specialty, but what attracts us is how these methods adopted and used for the reference in the music teaching practice. Chapter three: the teaching method of music subject. It is the key part of this article which consists of two sections. Section one: the teaching methods used in music study process at the basal educational stage. They approximately include all the teaching methods used in the music course of secondary and primary schools in our nation at present, such as Singing Method, Enjoyable Method, Instrumental-Music Method, Cognizing-Tune Method, Inventive Metlwd, Ail-Around Method of Artistic Performance, Music and Related Culture Method. Section two: the system and method of foreign music education. This part mainly introduces eight teaching methods: the Dalcroze Method, the Orff Method, the Kodaly Method, the Comprehensive-Musicianship Method, the Suzuki Method, the Kabalevsky Method, the Coleman's Creative Music for Children Teaching, the Carabo-Cone Method. We discuss the general situation and character analyses of each method in detail in the article. Epilogue: summarize the whole article; combined the sprite and notion of the music reform, the paper puts forward the evaluation principles and laws to be used in the practice of music teaching and learning in order to apply these methods accurately and properly.  
DOI CNKI::CDMD:10475.2.2004.2553