適應當前中小學音樂新課程的高師聲樂教學改革的探析中英文對照

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1、 有關適應當前中小學音樂新課程的高師聲樂教學改革的探析 中英文對照 Related to adapt to the current reform of new music course of vocal music education of primary and secondary schools analysis contrast in both Chinese and English 文章就新課程對中小學音樂教師基本素質(zhì)的要求和高師聲樂教學對中小學音樂新課程的適應兩大方面進行論述，提出了在當前中小學音樂新課程的實施下，如何針對高師院校聲樂教學中舊的教學理念和傳統(tǒng)模式帶來

2、的弊端進行改革。 Articles on new curriculum for primary and secondary school music teachers basic quality requirements and vocal music teaching of primary and secondary schools to adapt to the two aspects of new music course is discussed, proposed in the current elementary and middle schools music under

3、the new curriculums implementation, how the teachers college vocal music teaching in the old teaching idea and the disadvantages of traditional mode to reform. 關 鍵 詞：新課程 聲樂教學 培養(yǎng)目標 教學改革 Key words: the new course of vocal music teaching objectives of teaching reform 高師院校音樂教育

4、是培養(yǎng)中小學校音樂教師的搖籃，以培養(yǎng)合格的中小學音樂教師為目標。聲樂課是高師音樂教育專業(yè)重要的必修課,是一門技能很強的主干課程,它承擔著為中小學培養(yǎng)聲樂教學師資的任務。隨著中小學音樂新課程標準的實施和素質(zhì)教育的不斷推進，高師院校聲樂教學中舊的教學理念和傳統(tǒng)模式的弊端也日益顯露。因此，筆者認為，在新形勢下要培養(yǎng)學生在未來的中小學音樂教育中, 成為一名合格的音樂師資人才，高師聲樂教學就必須從以下幾方面來進行改革才能適應當前中小學音樂新課程的要求。 Normal colleges and universities music education is the cradle of trainin

5、g schools music teacher, to train qualified music teachers of primary and secondary schools as the goal. Vocal music course in college music education professional important compulsory course, is a skill very strong backbone courses, it bear the task for cultivation of vocal music teaching of primar

6、y and secondary schools teachers. With the implement of new primary and secondary school music curriculum standard and the advancement of quality education, teachers college vocal music teaching in the old teaching idea and the disadvantages of traditional mode is becoming obvious. Therefore, the au

7、thor thinks that, under the new situation to cultivate students of primary and secondary schools in the future music education, become a qualified music teacher, must be from the following several aspects to vocal music teaching reform to adapt to the requirement of the current primary and secondary

8、 school music curriculum. 一、新課程對中小學音樂教師基本素質(zhì)的要求 One, the new curriculum for primary and secondary school music teachers basic quality requirements 新的中小學音樂教學大綱與全日制義務教育《音樂新課程標準》的全面實施，為中小學音樂教育改革和發(fā)展帶來了新的活力與生機，同時也對高師音樂教育改革提出了新的要求。 New middle and primary school music teaching

9、outline and the full-time compulsory education "the new music course standard", the full implementation of primary and secondary school music education reform and development has brought new vigor and vitality, but also of higher normal music education reform puts forward new requirements. 基礎教育課

10、程改革著眼于人在課程中的地位和促進人的全面發(fā)展等課程觀的改變, 期待的是教師要從執(zhí)行者轉變?yōu)榻ㄔO者；學生要從接受者轉變?yōu)橹鲃拥奶剿髡叩冉膛c學行為的變化和創(chuàng)新, 這是新一輪課程改革順利進行的重要前提和保障。新課程的實施猶如乘風揚帆的大船,與之同行的教師只有盡快調(diào)整行為、轉變角色，才能跟上時代潮流。音樂新課程同樣也對音樂教師提出了新的要求,比如教育觀念、知識結構、教學方式等。因此,高師聲樂教學必須從如下幾方面來重視學生作為未來新課程改革中的音樂教師基本素質(zhì)的培養(yǎng)。 Look at people in the course reform of elementary education and

11、promote the all-round development of people in the position of curriculum change, looking forward to is a teacher from practitioners to builder; Change from the receiver to active explorers such as teaching and learning behavior change and innovation, it is important premise and assurance of the new

12、 round curriculum reform carries on smoothly. The new curriculums implementation is like a wind sailing ship, with the corrective actions as soon as possible, change only if the role of teachers to keep pace with the trend of The Times. New music course also puts forward new requirements for music t

13、eachers, such as education idea, knowledge structure, teaching methods, etc. Must, therefore, vocal music education from the following several aspects to take students as the future of new curriculum reform of music teachers basic quality of the training. 1.培養(yǎng)學生樹立以學生發(fā)展為中心的教育理念。關注人是新課程的核心理念, 即：“一

14、切為了每一位學生的發(fā)展”?；A教育課程改革首先強調(diào)轉變教育觀念,傳統(tǒng)的教學比較習慣于以教師為中心、以書本為中心、以課堂為中心組織教學,在一定程度上脫離學生的生活經(jīng)驗,忽視了學生的發(fā)展需求。音樂新課程要求教師立足于學生的情緒生活和情感體驗來組織教學活動,注重學習過程與學習方式, 調(diào)動學生積極的情感體驗,使他們內(nèi)在的發(fā)展需求和音樂教學相吻合,實現(xiàn)學生身心全面健康地發(fā)展。 1. Trains the student to set up education idea of centering on the students development. Focus on people is the

15、core concept of new curriculum, namely: "all for each students development". Basic education curriculum reform first emphasis on changing education idea, the traditional teaching is used to teachers as the center, the books as the center, the organization for the center with classroom teaching, to a

16、 certain extent from the student life experience, ignore the demand for the development of students. Music new curriculum requires teachers based on students emotional life and emotional experience to organize teaching activities, pay attention to the learning process and learning style, students po

17、sitive emotional experience, make their internal demand and the development of music teaching, realize the student comprehensive healthy development of body and mind. 2.培養(yǎng)學生構建起超越學科的生態(tài)型知識結構。作為中小學音樂教師應具有扎實的音樂專業(yè)知識和一定的教學經(jīng)驗,強調(diào)學科知識的常規(guī)教學并能勝任自如。音樂新課程卻更強調(diào)學生的綜合能力培養(yǎng)，強調(diào)音樂課程與社會生活的聯(lián)系,強調(diào)培養(yǎng)人文精神和審美能力。這些要求促使我們在高師

18、聲樂教學中,要緊隨社會發(fā)展,多領域攝取與音樂課程相關的學科，如語文、歷史、地理、民族、民俗、宗教、哲學等學科的新知識,學習促進學生思維和人格發(fā)展的教育教學方法,形成開放狀態(tài)的生態(tài)型知識結構,真正實現(xiàn)高師聲樂學生與新課程共同成長。 2. Cultivate the students build up beyond the subject of ecological knowledge structure. As primary and secondary school music teachers should have a solid music professional knowled

19、ge and experience in teaching, emphasis on regular teaching of subject knowledge and competence. New music course is more emphasis on students comprehensive ability, which emphasizes the music curriculum and social life, emphasizes the cultivation of the humanistic spirit and aesthetic ability. Thes

20、e requirements lead us in the vocal music teaching, to follow the social development, many areas associated with music curriculum related disciplines, such as Chinese, history, geography, nationality, customs, religion, philosophy and other disciplines of new knowledge, learning education teaching m

21、ethods to promote the development of students thinking and personality, form open ecological knowledge structure, truly achieve vocal music students grow up together with the new curriculum. 3.培養(yǎng)學生掌握師生共同發(fā)展的互協(xié)教學方式。在中小學音樂新課程中由于貫徹新的教育理念, 格外關注學生的身心發(fā)展, 因此帶來了音樂課堂豐富多彩的互動教學。為了讓學生學得更主動、更積極, 中小學音樂教師要根據(jù)實際情

22、況不斷創(chuàng)設新的教學情境,營造適合學生成長的課堂氛圍,滿足學生發(fā)展的需求。同時,互動教學活動將不斷促使教師更新自己的教學方法。因此,在中小學音樂新課程中, 教師將是一個開拓者和創(chuàng)造者,課程將是多樣化和選擇性的。這就要求高師聲樂教師要在新課程理念的要求下,不斷地完善自己,在課程改革的實踐和探索中不斷提高思想素質(zhì)和業(yè)務能力。這樣才能為高師學生將來走進新課程，為其提供最基本和最有利的保障。 3. To cultivate students to master the common development between teachers and students of mutual teachi

23、ng method. Music in primary and secondary schools in the new curriculum due to implement the new education idea, especially pay attention to students physical and mental development, therefore has brought the rich and colorful interactive music class teaching. In order to make students more active,

24、more positive, primary and secondary school music teachers should continuously create new teaching situation according to actual condition, create a class for students to grow up in atmosphere, meet the needs of student development. At the same time, the interactive teaching activity will continue t

25、o encourage teachers to update their teaching methods. Therefore, in the new primary and secondary school music curriculum, the teacher is going to be a pioneer and creator, course will be diversity and selectivity. Which requires the vocal music teachers should at the request of the new curriculum

26、ideas, constantly improve themselves, in the exploration and practice of curriculum reform constantly improve the ideological quality and business ability. Such ability for college students into the new curriculum in the future, to provide the basic and the most favorable guarantee. 二、高師

27、聲樂教學對中小學音樂新課程的適應 Second, the vocal music teaching of primary and secondary school music adaptation of the new curriculum 在高師聲樂教學中, 要緊緊圍繞中小學音樂新課程對中小學音樂教師基本素質(zhì)的要求,在教學實踐中有針對性地從課程教學內(nèi)容、教學形式、藝術實踐等多方面進行改革,重點要做到： In vocal music teaching, the new music curriculum for primary and secondary sc

28、hools should be about primary and secondary school music teachers basic quality requirement, targeted in the teaching practice from the course teaching content, reform teaching form, artistic practice, mainly to do: 1.聲樂技能和聲樂理論相結合。高師聲樂教學的培養(yǎng)目標是中小學音樂教師，要求學生走上工作崗位后不僅具有較強的歌唱能力，還應具備聲樂理論知識的講授能力、聲樂或唱歌課

29、的教學能力。但長期以來，在高師聲樂教學中，往往對聲樂理論的教學不夠重視，教師經(jīng)驗性的教學方式仍占據(jù)了主導地位。特別是在聲樂個別課中，教師往往著重于聲樂技能的訓練，而忽視將聲樂訓練中帶有規(guī)律性的知識作系統(tǒng)的講授，對于教學內(nèi)容的講解也常常帶有很大的隨意性，既不系統(tǒng)也不規(guī)范，同時也造成了課時浪費。以至于有些學生雖掌握了一定的聲樂技能，但對聲樂理論知識知之甚少，出現(xiàn)了只會唱，卻講不出所以然的現(xiàn)象。 1. The combination of vocal skills and vocal music theory. The training objectives of vocal music te

30、aching is primary and secondary school music teacher, students are required to sing after to be going to work not only has strong ability, also should have vocal music theory knowledge teaching, vocal music or singing teaching ability. But for a long time, in the vocal music teaching, the teaching o

31、f vocal music theory often not enough attention, empirical teaching mode still occupies the dominant position. Especially in individual vocal music lessons, teachers tend to focus on the vocal music skills training, and ignore the system with regularity of knowledge in vocal music training for teach

32、ing, for the interpretation of the teaching content also often contain a lot of randomness, neither the system nor specification, also caused the waste of class. That although some of the students master the certain vocal skills, but know little about the vocal music theory knowledge, the only can s

33、ing, but cant tell why. 事實上聲樂技能的學習過程并不是孤立的，它的掌握程度與人的生理及心理狀態(tài)、文化素質(zhì)和教學方法都有著直接的關系。因此，必須把聲樂技能課教學建立在科學、系統(tǒng)的理論基礎知識之上。沒有明晰的聲樂理論作為指導，僅憑一種感性認識，將會給聲樂學習帶來困難并使其受到制約。因此，高師聲樂教學要根據(jù)學生學習聲樂的系統(tǒng)性、完整性和實用性原則來開設聲樂理論課，使我們的聲樂教學規(guī)范化、合理化。此課應從新生入學的一年級開始,集體開課、統(tǒng)一教學。每周１學時,開設１學年即可。教學內(nèi)容可以從音響學、生理學的角度講解，如：歌唱的姿勢、發(fā)聲器官的構成、發(fā)聲基本原

34、理、聲樂與藝術語言以及聲樂發(fā)展史等, 增加學生對本學科知識的認知與了解，促使其音樂素養(yǎng)的提升，更好地為聲樂技能教學做好理論儲備。 In fact the learning process of vocal music skills is not isolated, it is the master degree of physiological and mental state, cultural quality and teaching methods have a direct relationship. Must, therefore, the vocal music skills

35、 course teaching based on scientific and systematic theoretical foundation knowledge. No clear vocal music theory as the guide, with only a kind of perceptual knowledge, will bring difficulties and make it be restricted to vocal music learning. Therefore, vocal music teaching according to students s

36、tudy principles of systematic, integrity and practicability of the vocal music to open the vocal music theory class, making our vocal music teaching standardization, rationalization. This lesson should be started, the new students of grade one collective classes, unified teaching. 1 hours, every wee

37、k to open one academic year. Teaching content can be explained from the point of view of acoustics, physiology, such as: singing posture, the composition of the vocal organs, sound basic principle as well as the history of vocal music, vocal music and art language, increase students awareness of the

38、ir subject knowledge and understanding, lead to an improvement in its music literacy, better theoretical reserve for the skills of vocal music teaching. 2.個別課和小組課相結合。這種教學形式充分體現(xiàn)了個性化與團隊化的互補。個別課（一對一）因材施教，具有極強的針對性，它注重了學生的個性化發(fā)展,使每一個學生都能以自己的獨特方式學習聲樂,而且也能根據(jù)每人的聲音特點和綜合素養(yǎng),制訂出一套適合于個人的聲樂教學方案。這種授課方式能讓每一個學生的音

39、樂潛能得到充分開發(fā),很好地突出了藝術的個性原則，并且符合表演藝術的特殊規(guī)律，效果十分明顯，也是學生掌握發(fā)聲技法的最佳途徑。小組課則針對學生的共性問題有很大的教學優(yōu)勢，如：講授必須掌握與了解的聲樂理論知識、發(fā)聲的基本方法、正確的呼吸方式、喉嚨的打開與共鳴訓練及解決他們在發(fā)聲技巧、音樂表現(xiàn)中普遍存在的問題等。此外，還可以利用小組課，進行各種重唱形式的訓練，如：二重唱、四重唱、小合唱等。 Lesson 2. Individual and group lessons. This fully reflects the personalized teaching form and team comp

40、lement each other. Individual lessons (one-on-one) according to their aptitude, with strong pertinence, it pays attention to the personal development of students, make every student can study vocal music in its own unique way, and can also be based on the characteristics of each persons voice and th

41、e comprehensive quality, to develop a set of vocal music teaching scheme suitable for individuals. This scheme to fully develop every students music potential, individuality of the artistic principle well, and in accordance with the special rule of the performing arts, the effect is very obvious, an

42、d students to master techniques the best way. Group class is for students who have great teaching advantages of common problems, such as: teaching must grasp and understanding of vocal music theory knowledge, basic method, correct way of breathing sound, opening of the throat and empathy training an

43、d solve in their vocal skills, ubiquitous problems in music performance, etc. In addition, you can use a group class, for a variety of forms still training, such as: duet, quartet, semichorus and so on. 把個別課與小組課相結合，采取以學生為主體，教師做引導，兼取眾長，普遍參與，生動活潑、靈活多樣的教學方式, 能充分調(diào)動他們的積極性，激發(fā)他們豐富的想象力、創(chuàng)造力和音樂審美能力。這樣可以互相

44、學習、取長補短，培養(yǎng)團隊協(xié)作的理念，是進行交流合作的很好途徑。 We can combine individual class and group lessons, take students as the main body, teachers guide, and take the long, universal participation, lively and flexible and varied teaching methods, fully mobilize their enthusiasm, arouse their rich imagination, creativit

45、y, and music aesthetic ability. So that we can learn from each other, complement each other, and cultivate team cooperation concept, is a very good way to conduct exchanges and cooperation. 3.課堂教學和藝術實踐相結合。聲樂是一門表演性、實踐性很強的藝術。我們不能因為高師聲樂教學是培養(yǎng)中小學音樂教師，而忽視了藝術實踐的重要性。沒有藝術實踐的聲樂教學是不完整的教學。藝術實踐是課堂教學的延續(xù)和完善，課堂

46、教學是藝術實踐的前提和有力保證，二者互相補充，互相促進，這既是聲樂藝術自身的特點，也是基礎教育中音樂教學的自身特點。聲樂藝術的表現(xiàn)依靠豐富的理論知識和嫻熟的聲樂技巧作為基礎，而藝術實踐恰恰是聲樂課堂上理論與技巧的表現(xiàn)形式。在課堂上要針對舞臺表演方面，如氣質(zhì)風度、語言、表情、形體等進行指導，并且運用各種多媒體手段讓學生觀摩學習。同時，把課堂延伸到課外,為他們提供廣闊的藝術實踐空間。利用課余時間鍛煉學生組織和編排節(jié)目的能力,使他們自主地進行創(chuàng)編和實踐，最大限度地發(fā)揮個性創(chuàng)造力、想象力，從而調(diào)動他們的積極性、主動性和培養(yǎng)團結合作的精神。編排曲目的內(nèi)容與形式可以是豐富多樣的,如大合唱、小合唱、表演唱、

47、音樂劇、歌伴舞、配樂詩朗誦等，使其多元化的教學能力有一個較快的提高。 3. The combination of classroom teaching and art practice. Vocal music is a performing, practical art. We cant because of vocal music teaching is to train primary and secondary school music teacher, and ignore the importance of artistic practice. No art practice

48、 of the teaching of vocal music teaching is incomplete. Art practice is a continuation of classroom teaching and improvement of classroom teaching is the premise and guarantee of art practice, the two complement each other, promote each other, this is both vocal music art characteristic, and the cha

49、racteristics of basic education in music teaching. Vocal music performance rely on rich theoretical knowledge and mastery of vocal music skills as the foundation, and is a vocal music art practice theory and skills of expression form in class. In class for stage performances, such as class, language

50、, expressions, body, and use all kinds of multimedia means to let the students to learn. At the same time, the classroom extended to extra-curricular, provide them with broad space of artistic practice. Use after school time to exercise students ability of organization and scheduling programs, the p

51、lait and practice make them independently, maximize individual creativity, imagination, so as to mobilize their enthusiasm, initiative and cultivate the spirit of unity and cooperation. Arranging the content and form can be a rich variety of, such as chorus, semichorus songs, singing with actions, m

52、usicals, dance, music, poetry, etc., make the diversity of the improvement of teaching ability has a faster. 這樣，通過藝術實踐所獲得的知識與經(jīng)驗，也可以反過來補充聲樂理論與技巧，二者相輔相成，既豐富了理論知識，又熟練了學生的聲樂技能技巧，使學生的綜合素質(zhì)逐步走向完善。因此，必須把課堂教學和藝術實踐結合起來。這是高師院校聲樂課程最不容忽視的一個重要環(huán)節(jié)。 In this way, the knowledge gained through art practice and e

53、xperience, can in turn added vocal music theory and skills, the two complement each other, both rich theory knowledge, and proficient in the vocal music skills of the students, make the students comprehensive quality to improve step by step. As a result, should combine classroom teaching and art pra

54、ctice. This is teachers college vocal music course nots allow to ignore one of the most important link. 總之，高師院校聲樂教學改革的關鍵在于能否建立與其培養(yǎng)目標相適應的教學體系，在于能否不斷適應中小學音樂新課程的要求，這是一項復雜而艱巨的系統(tǒng)工程。特別要引起我們關注的是，高師聲樂教學始終不能偏離自己的教學目標和原則，其教學內(nèi)容只有依據(jù)培養(yǎng)目標不斷地充實與完善，才能充分體現(xiàn)高師聲樂教學的本質(zhì)特征和適應培養(yǎng)合格師資的需求。 In short, teachers college vo

55、cal music teaching is the key to whether the reform of establishing teaching system that can meet the needs of its training objective, constantly adapt to elementary and middle schools music lies in whether the new curriculum requirements, this is a complex and arduous systems engineering. Particula

56、r concern us, still can not deviate from their own teaching vocal music teaching objectives and principles, its teaching content is only based on training target constantly enrich and perfect, can fully embody the essence of vocal music teaching characteristics and meet the needs of training qualified teachers.