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节奏教学在学前教育师范生奥尔夫音乐课堂中的案例研究 ——以惠州学院《奥尔夫音乐教学理论与实务》课程为例

A Case Study of Rhythm Teaching in Orff’s Music Classroom in Preschool Education —Take “Orff’s Theory and Practice of Music Teaching” Course of Huizhou College as an Example

Education Study / 2024,6(2): 417-427 / 2024-05-13 384 382

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• Authors: 周明月     
• Information:

  惠州学院教育科学学院，惠州

• Keywords: Orff music teaching; Rhythm; Curriculum; Perception 奥尔夫音乐教学；节奏；课程；感知
• Abstract: Under the background of the “multi-circle promotion and multi-dimensional mutual integration” aesthetic education curriculum construction research and reform practice advocated by major colleges and universities, this case takes the normal students of Class 1, Grade 2021 of preschool education Department as the practical object, and mainly studies the importance of enriching students’ emotional experience in the course “Orff Music Teaching Theory and Practice” of preschool normal students. Enhance students’ ability to perceive the rhythm and emotion of music. According to students’ weak music foundation, thin curriculum content, lack of practicality and attention to students’ educational feelings, the lack of emotional involvement in the curriculum and students’ insufficient learning motivation are caused by the lack of teachers’ teaching methods and measures. Various teaching methods such as curriculum integration, increasing students’ independent learning and practice opportunities, combination of online and offline, application of multimedia equipment, scene-oriented teaching and application of music making software are proposed to stimulate students’ educational feelings, promote the development of students’ comprehensive music literacy, and implement the goal of aesthetic education in the whole process of talent training. 在各大高等院校提倡的“多圈共促、多维互融”美育课程建设研究与改革实践的背景下，本案例选择了学前教育系2021级1班师范生作为实践对象，主要研究了在学前教育师范生的《奥尔夫音乐教学理论与实务》课程中注重丰富学生的情感体验，提升学生对音乐节奏和情感的感知能力。鉴于学生自身音乐基础薄弱、课程内容单薄、缺乏实践性和对学生教育情怀的关注等原因导致的课程缺乏情感投入和学生学习动力不足，本文从教师教学方法与措施的角度出发，提出了课程融合、增加学生自主学习实践机会、通过线上线下结合、多媒体设备的运用、场景化教学以及制谱绘图软件的应用等多种教学方式，激发学生教育情怀，促进学生综合音乐素养的发展，将美育培养目标落实在人才培养的全过程。
• DOI: https://doi.org/10.35534/es.0602058
• Cite: 周明月．节奏教学在学前教育师范生奥尔夫音乐课堂中的案例研究——以惠州学院《奥尔夫音乐教学理论与实务》课程为例［J］．教育研讨，2024，6（2）：417-427．