發(fā)布時(shí)間：2018-03-17 23:02

  本文選題：兒童心理學(xué)　切入點(diǎn)：少兒小提琴教學(xué)　出處：《中央民族大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：小提琴教學(xué)在我國(guó)有著廣泛的群眾基礎(chǔ)和不同的接受群體,經(jīng)過不斷的發(fā)展已形成了自己的教學(xué)體系,業(yè)余少兒小提琴教學(xué)便是其中重要的組成部分。在樂器的學(xué)習(xí)與培養(yǎng)中,小提琴作為其中的主流樂器,一直受到人們的青睞。但由于小提琴演奏技巧復(fù)雜,需要高度的身體協(xié)調(diào)能力,所以對(duì)兒童的心理承受能力要求較高。在傳統(tǒng)的少兒小提琴教學(xué)模式中,教師往往對(duì)演奏技巧的訓(xùn)練較為關(guān)注,而忽略了少兒在學(xué)習(xí)過程中呈現(xiàn)的心理狀態(tài),重技巧訓(xùn)練,輕心理關(guān)懷。這一現(xiàn)象導(dǎo)致少兒在小提琴學(xué)習(xí)過程中出現(xiàn)諸如對(duì)小提琴的喜愛度降低、學(xué)習(xí)效率不高,與任課教師配合度低下等問題,而這些現(xiàn)象的出現(xiàn),歸根到底是由于對(duì)兒童心理狀況的忽視所致。小提琴教學(xué)是一個(gè)完整的系統(tǒng)工程,有著自身內(nèi)在的教學(xué)規(guī)律,就學(xué)習(xí)對(duì)象而言,少兒小提琴教學(xué)方法理應(yīng)與成人的小提琴教學(xué)方法不同;專業(yè)學(xué)習(xí)者與業(yè)余學(xué)習(xí)者亦有差異。特別是對(duì)處于心智尚未發(fā)育成熟的少兒進(jìn)行小提琴教學(xué)時(shí),更應(yīng)將兒童心理學(xué)相關(guān)理論引入其中,只有探索和總結(jié)適合少兒小提琴教學(xué)的方法,才能針對(duì)不同對(duì)象開展和實(shí)施有效的小提琴教學(xué)活動(dòng)。針對(duì)上述論題,本論文以兒童心理學(xué)在少兒小提琴教學(xué)中的應(yīng)用為研究課題,以業(yè)余少兒小提琴教學(xué)活動(dòng)為研究對(duì)象,通過采用相關(guān)文獻(xiàn)查閱、區(qū)域性實(shí)際調(diào)查、自身教學(xué)個(gè)案實(shí)踐和理論歸納總結(jié)等研究方法,將兒童心理學(xué)理論引入少兒小提琴教學(xué)的實(shí)踐并加以應(yīng)用,針對(duì)少兒小提琴學(xué)生的心理和行為特征,一方面通過具體的教學(xué)實(shí)踐,另一方面吸收國(guó)內(nèi)外先進(jìn)的教學(xué)理念和方法,分析總結(jié)、研究探索行之有效的,既尊重少兒的心理行為特征,又能系統(tǒng)、規(guī)范地進(jìn)行正規(guī)教學(xué)的少兒小提琴教學(xué)方法�；�于上述的研究思路和一系列相關(guān)理論的支撐,論文首先在第一章中對(duì)小提琴的起源、教學(xué)源流及兒童心理學(xué)相關(guān)理論進(jìn)行了系統(tǒng)的梳理,闡述了中國(guó)小提琴教學(xué)發(fā)展的歷史脈絡(luò)和當(dāng)下我國(guó)少兒小提琴教學(xué)現(xiàn)狀,初步構(gòu)建起研究的學(xué)術(shù)理論框架;接著在第二章中詳細(xì)劃分了小提琴的教學(xué)對(duì)象,即專業(yè)小提琴教學(xué)和業(yè)余小提琴教學(xué)、成人小提琴教學(xué)和少兒小提琴教學(xué)。進(jìn)而逐一剖析了目前不同社會(huì)群體學(xué)習(xí)小提琴的訴求和成因及心理特點(diǎn)差異,目的在于明確當(dāng)下我國(guó)小提琴教學(xué)現(xiàn)狀的基本情況,從錯(cuò)綜復(fù)雜的小提琴教學(xué)活動(dòng)中,分清不同的教學(xué)層次和教學(xué)對(duì)象,從而確定自己的研究對(duì)象,以便兒童心理學(xué)相關(guān)理論在少兒小提琴教學(xué)中的引入和應(yīng)用;為進(jìn)一步闡述兒童心理學(xué)相關(guān)理論在少兒小提琴教學(xué)中應(yīng)用的可行性和必要性,并尋求教學(xué)實(shí)證的支撐,在第三章中,論文以北京市海淀區(qū)少兒小提琴教學(xué)中兒童心理學(xué)應(yīng)用的基本現(xiàn)狀為調(diào)查內(nèi)容,多次到實(shí)地進(jìn)行調(diào)研,通過走訪該區(qū)域相關(guān)少兒小提琴教學(xué)的師生,觀摩了部分現(xiàn)場(chǎng)教學(xué)實(shí)況,并針對(duì)該區(qū)域較典型的少兒小提琴教學(xué)機(jī)構(gòu)的師生發(fā)放了不同的調(diào)查問卷,分別收回有效教師問卷50份、學(xué)生問卷80份,收集到較為詳實(shí)的相關(guān)研究數(shù)據(jù),為后續(xù)的研究提供了第一手資料,同時(shí)經(jīng)過調(diào)查研究,發(fā)現(xiàn)了少兒小提琴教學(xué)中普遍存在的問題,即少兒小提琴教學(xué)中兒童心理學(xué)相關(guān)理論引入和應(yīng)用的缺失。調(diào)查結(jié)果,為課題的進(jìn)一步深入研究提供了實(shí)證依據(jù)。馬克思主義哲學(xué)認(rèn)為:實(shí)踐是檢驗(yàn)真理的唯一標(biāo)準(zhǔn),為了能真正將兒童心理學(xué)相關(guān)理論應(yīng)用到具體的少兒小提琴教學(xué)中,并檢驗(yàn)其教學(xué)效果,在第四章中,論文通過對(duì)自己日常少兒小提琴教學(xué)實(shí)踐個(gè)案中的教學(xué)對(duì)象,身體力行將兒童心理學(xué)相關(guān)理論引入和應(yīng)用在少兒小提琴教學(xué)實(shí)踐中,具體做法是:將學(xué)生按不同年齡分成學(xué)齡前期兒童(3～6歲)、學(xué)齡初期兒童(7～12歲)、學(xué)齡中期兒童(13～15歲),涵蓋了整個(gè)少兒年齡段的少兒小提琴學(xué)生層面,然后根據(jù)其不同的心理特征,有針對(duì)性地對(duì)不同組別的學(xué)生,按兒童心理學(xué)相關(guān)理論和適合其年齡段的小提琴教學(xué)方法,因材施教,制定了符合不同年齡段的少兒小提琴教學(xué)計(jì)劃和方法,經(jīng)過一段時(shí)間的教學(xué)實(shí)踐,均獲得了可喜的教學(xué)成果,多數(shù)學(xué)生都通過了相關(guān)小提琴考級(jí)機(jī)構(gòu)組織的級(jí)別考試、有的學(xué)生還獲得了不同的小提琴音樂比賽獎(jiǎng)項(xiàng)。通過將兒童心理學(xué)相關(guān)理論引入和應(yīng)用在少兒小提琴教學(xué)的實(shí)踐,進(jìn)一步論證了兒童心理學(xué)在少兒小提琴教學(xué)中應(yīng)用的必要性和重要性,因此實(shí)踐證明兒童心理學(xué)在少兒小提琴教學(xué)中的應(yīng)用也是小提琴教學(xué)應(yīng)遵循的教學(xué)規(guī)律之一。
[Abstract]:The violin teaching in China has a broad mass base and different communities, through continuous development has formed its own teaching system, the children's amateur violin teaching is one of the most important parts. In the training and learning the instrument, the violin as a mainstream musical instrument, has been favored by people. But because of the violin playing skills is complex, requires a high degree of co-ordination, so higher requirements on children. Psychological ability in the traditional children violin teaching mode, teachers tend to pay more attention to the training of performing skills, and ignore the children in the learning process of mental state, weight training, psychological care. The phenomenon of light lead the children in the learning process such as the violin violin like decreased, learning efficiency is not high, the problem of poor coordination with teachers, and this Some phenomenon, after all is due to the psychological status of children caused by neglect. The violin teaching is a comprehensive system engineering, has its own internal rules of teaching, learning object, teaching methods to children's violin violin teaching methods and adult learners with different; professional amateur learners especially are also different. Is not yet mature in the development of children violin teaching, should pay more attention to the theory of children's psychology into it, only to explore and summarize the methods for children violin teaching, can according to different objects to carry out and implement effective violin teaching activities. Based on the above topic, the children in the children's psychology application in violin teaching as the research subject, with the children's amateur violin teaching activities as the research object, through the use of related literature, the actual area The case investigation, their teaching practice and theory summarized the research methods, the practice of the theory of child psychology into children violin teaching and applied, psychological and behavioral characteristics in children violin students, on the one hand, through the concrete teaching practice, analyzed and summarized the teaching ideas and methods, on the other hand, the domestic and foreign advanced absorption, explore effective the study is to respect the psychological and behavioral characteristics of children, and the children violin teaching method system, to standardize the formal teaching. The above research ideas and a series of related theory based support, in the first chapter, the origin of the violin, teaching theory origin and psychology of children to carry out a systematic combing describes the history and current development of Chinese Violin Teaching Chinese children violin teaching situation, the preliminary construction of academic research Frame; then in the second chapter a detailed division of the violin teaching object, namely professional and amateur violin teaching violin teaching, adult violin teaching and children violin teaching. And then analyzes the current learning demands of different social groups and the causes and features of heart violin differences, the basic situation is to clear the status quo of China's contemporary Violin Teaching from the perplexing, violin teaching activities, to distinguish between different levels of teaching and teaching objects, so as to determine their object of study, so that the theory of children's psychology in children Violin Teaching in introduction and application; for the feasibility and necessity of further elaborating the related theory of child psychology application in children violin teaching, and seek teaching demonstration support, in the third chapter, taking Beijing city of Haidian District children violin teaching children psychology should be The basic situation for investigation, many times to the on-the-spot investigation, through visits to the region related to children's Violin Teaching between teachers and students, to observe part of the site and for the live teaching, children's violin teaching institutions in the region is typical of the teachers and students issued different questionnaires, 50 questionnaires were valid for teachers, students 80 a collection of relevant research data in detail, provides first-hand information for the follow-up study, at the same time, through investigation and study, found widespread problems in children violin teaching, which is related to children's small child piano teaching of the introduction and application of loss. The result of the investigation, and provide empirical basis for further study on the topic. Think of Marx philosophy: practice is the sole criterion for testing truth, in order to truly the child psychology theory are applied to the less specific Children violin teaching, and the teaching effect, in the fourth chapter, based on their daily teaching practice in the case of children violin teaching object, practicing the theory of child psychology is introduced and applied in children violin teaching practice, the specific approach is: the students according to different age divided into preschool children (3~6 years old) and early school-age children (7~12 years old), middle school aged children (13~15 years old), covering the entire children's age children's violin student level, then according to the different psychological characteristics, targeted to different groups of students, teach students in accordance with their aptitude according to child psychology related theory and suitable for the age of the violin teaching method. Make the children violin teaching plans and methods in accordance with different ages, after a period of teaching practice, have gained gratifying achievements in teaching, most students Through the relevant examination organization violin level exams, some students also received different violin music prizes. The theory of child psychology is introduced and applied in practice of children violin teaching, and further demonstrates the application of children psychology in children violin teaching the necessity and importance of the practice teaching rules of children's psychology the application is the violin teaching in children violin teaching should follow the one.

【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.71;J622.1

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