Kindergarten Teaching Music Appreciation-毕业论文翻译.docVIP

Kindergarten Teaching Music Appreciation Teaching of music appreciation, music education is the nursery of the more difficult task. We are concerned about and research this topic from the beginning of 1985. As mainly around three issues, and so it can be divided into three stages. These three stages reflect the thinking of our decade trajectory, are outlined below: A study of the initial stage (1985 ~ 1987 Our main concern and trying to study and solve the question is: do not want to change the music teacher appreciation activities and child care not appreciate the phenomenon. At this stage of the study, the field of psychology research has provided us with very useful theoretical knowledge. learning psychology tells us: the individual in understanding the perception of the process of opening up more channels, the individual experience of the more detailed understanding of the object, the more rich understanding of the more comprehensive and more profound. We know that some adults have With more singing, dancing or music to experience in this experience formed the basis of perception, the ability to appreciate music, it is only possible in only hearing the music appreciation activities. The children can only rely more on external operational activities visible to perceive music, listening to music, especially the way to do the movements follow the music, but also young children perceive, understand music, the most natural, the most important way. Accordingly, we focused on different age levels of children and different music, and strive to optimize the combination of a variety of music (listening, singing, dance, play music and non music (literature, art, games experience, to deepen and enrich children’s music listening experience. We thought this kind of teaching called “multi-channel approach to”. “participation” is to make children as much as possible in the course of the activities of music, “multi-channel” that is open to do to help children chan