钢琴教学中初二学生情绪情感培养的教学实践研究
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摘要
随着教育改革的不断深入,探究如何提高学生的全面素质,已成为当今教育改革的核心。同时,人们强烈地感受到情感在人的综合素质中的重要作用。关注情感的利用与培养,已成为人类教育的必然使命。然而,如何利用和培养人的情绪情感却成为人类教育的一大难题之一。本文从钢琴教学出发,将学生审美的感觉、知觉、记忆、思维等心理活动的生成发展轨迹与钢琴教学联系一体,基于审美对象与审美主体之间的某种契合和影响关系的反映,着重注意钢琴教学对学生情绪情感的培养不同于日常生活情绪情感的培养,探讨了钢琴教学对学生情绪情感培养的作用,从而深入探究了钢琴教学中学生情绪情感培养的新方法、新途径。
在钢琴教学过程中,以情绪情感培养与学生心理健康相结合角度出发,总结出可操作的四种情绪情感教学策略即情绪渲泄、情绪转移、情绪放松、情绪情感体验。
在初二年级四个班进行的四种情绪情感培养策略的实施,虽然时间较短,但也具有较好的情绪情感培养的效果,四个班级学生的情绪情感调节水平都有明显的提高,对学生愤怒、恐惧、悲伤等不良情绪调节效果也比较显著。
While the educational reform is unceasingly deep-going, exploring how to how to improve the overall qualities of students has been the core. At the same time, people are intensely feeling that the sentiment is playing an influential role in person's overall quality. Paying attention to the utilization and cultivation of sentiment, however, which is a difficult problem to human education, has become the inevitable mission of education. This paper combines the developing trait of students’psychological activities of sensation, perception, memory and thought in esthetic feeling with piano teaching to a whole. Based on the combination and the relationship of influence between the esthetic object and esthetic subject, it explores the piano teaching’s affection on the raising of students’sentiment, especially, pays attention to the difference of students’sentiment raising between piano teaching and daily life, and further explores a new method and new way of students’sentiment raising in piano teaching.
Embarking from unifying the emotion raise with the student psychologically healthy, this paper summarizes four kinds of operational emotion: the mood divulges the mood shift, the mood to relax, and the emotion experience, in piano teaching.
We administered the four kinds of emotion raise strategy in four classes of the second grade. Although the time is short, we have got good emotion raise effect. The students’emotion adjustment level in the four classes has the distinct enhancement, the students’bad mood adjustment effect, such as angry, frightened, sad and so on, is also quite remarkable.
在钢琴教学过程中,以情绪情感培养与学生心理健康相结合角度出发,总结出可操作的四种情绪情感教学策略即情绪渲泄、情绪转移、情绪放松、情绪情感体验。
在初二年级四个班进行的四种情绪情感培养策略的实施,虽然时间较短,但也具有较好的情绪情感培养的效果,四个班级学生的情绪情感调节水平都有明显的提高,对学生愤怒、恐惧、悲伤等不良情绪调节效果也比较显著。
While the educational reform is unceasingly deep-going, exploring how to how to improve the overall qualities of students has been the core. At the same time, people are intensely feeling that the sentiment is playing an influential role in person's overall quality. Paying attention to the utilization and cultivation of sentiment, however, which is a difficult problem to human education, has become the inevitable mission of education. This paper combines the developing trait of students’psychological activities of sensation, perception, memory and thought in esthetic feeling with piano teaching to a whole. Based on the combination and the relationship of influence between the esthetic object and esthetic subject, it explores the piano teaching’s affection on the raising of students’sentiment, especially, pays attention to the difference of students’sentiment raising between piano teaching and daily life, and further explores a new method and new way of students’sentiment raising in piano teaching.
Embarking from unifying the emotion raise with the student psychologically healthy, this paper summarizes four kinds of operational emotion: the mood divulges the mood shift, the mood to relax, and the emotion experience, in piano teaching.
We administered the four kinds of emotion raise strategy in four classes of the second grade. Although the time is short, we have got good emotion raise effect. The students’emotion adjustment level in the four classes has the distinct enhancement, the students’bad mood adjustment effect, such as angry, frightened, sad and so on, is also quite remarkable.
引文
[1]冯歌群.摸索儿童钢琴教学中的情感教育[J].钢琴艺术,2000,6:35.
[2][DB/OL]http://www.bhjsyxw.cn/tresearch/blog/showArticle.jsp?ArticleCode=1588353587&CID=00047
[3]李亚英. 论情感教育[J].江西社会科学.1994,5.
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[5] [DB/OL]http://blog.sina.com.cn/qq78797675277
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[7]赵飒爽.论钢琴教学中的情感教育[D]. 东北师范大学硕士论文,2005.
[8]杨清.简明心理学辞典[M].吉林人民出版社.
[9]刘耀中.心理学[M].科学技术出版社.
[10]彭耽玲.普通心理学[M].北京师范大学出版社,1991:426.
[11] R.J.Dolan, Emotion, Cognition, and Behavior, Science 298 (5596).2002, 10:1191 – 1194.
[12]Richard J. Davidson et al., Dysfunction in the Neural Circuitry of Emotion Regulation – A Possible Prelude to Violence, Science 289 (5479) 2000 ,4: 591 – 594.
[13]Gross J J , Carstensen L L , Pasupathi M, Tsai J , Skorpen C G & Hsu A Y C. Emotion and aging : Experience , expression , and control [J ] . Psychology and Aging , 1997 , 12 : 590 - 599.
[14]王耘,叶忠根,林崇德.小学生心理学.浙江教育出版社[M],1993:231-232.
[15]张光富.小学生情感教育特点研究.中国教育学刊[J],1998,2:25-27.
[16]方敏芝.儿童教育中的情感培养浅探.美中教育评论[J],2006,3(2):59-62.
[17]留钕铜.钢琴教学新模式的研究与应用[J].山东师大学报(社会科学版), 1997,2.
[18]袁媛.浅议钢琴教学方法的几种模式[J].黄河之声,2004,3.
[19]汪子良,王朝刚.钢琴教学科学化刍议[J].钢琴艺术,1996,2.
[20]陈佩玲.钢琴教学初探[J].钢琴艺术,1999,3.
[21]段小伟.钢琴教学应遵循的几个原则[J].铜仁师范高等专科学校学报,2002,2.
[22]朱静,陶志伟.钢琴教师教学方法拓展性初探[J].泰州职业技术学院学报,2006,5.
[23]肖红.钢琴教育在素质教育中的作用[J].宁波高等专科学校学报,2003,1.
[24]梁海东.谈钢琴艺术教育在素质教育中的作用[J].星海音乐学院学报,2003,1.
[25]杜也萍.谈钢琴教学中的素质教育[J].艺术教育,2005,2.
[26]文琳.试论钢琴教学在素质教育中的功能与定位[J].开封教育学院学报,2005,1.
[27]张波.论音乐教育中的情感教育[D].湖南师范大学硕士论文, 2006.
[28]赵飒爽.论钢琴教学中的情感教育[D].东北师范大学硕士论文,2005.
[29]陈蓉辉.“论钢琴教育活动与学生情感发展的内在机制”[J].东北师大学报(哲学社会科学版),2001,6.
[30]王振宏.青少年情感风格与攻击行为[D].首都师范大学博士论文,2005.
[31]刘晓明,钱福永,沈健.学校心理咨询概观[M].吉林大学出版社.52-57.
[32]殷方敏.情绪渲泄与心理健康.心理卫生[J].
[33]温州日报[DB/OL].http://www.wzrb.com.cn/node2/node143/userobject8ai229456. Html
[34]李涛.论钢琴教学中的技巧与情感. 沈阳师范大学学报(社会科学版),2007,141 (3):191-192.
[35]中华心理教育网[DB/OL]:http://www.psycard.net/auto/data/68007/detail.php? thisid=29415
[36]杨程程.浅谈音乐欣赏的教学方法的改革.音乐天地,2006,(3):18-19.
[37]陈蓉辉.钢琴教学中促进学生情感发展的策略[J].中国音乐教育.2001,1:42-48.
[38]冯效刚.论音乐表演艺术的创造性—从布莱希特(陌生人)表演艺术理论得到的启示[J].人民音乐.1997,11.
[39]徐州教育科研[DB/OL]:http://www.xzedu.net.cn/JYky/open.asp?x=%C9%E8%BE%B3% C8%EB%C7%E9%C8%AB%C3%E6%B2%CE%D3%EB%A1%AA%A1%AA%D2%F4%C0%D6%D0%C0%C9%CD%BD%CC%D1%A7%C4%A3%CA%BD%B3%F5%CC%BD
[2][DB/OL]http://www.bhjsyxw.cn/tresearch/blog/showArticle.jsp?ArticleCode=1588353587&CID=00047
[3]李亚英. 论情感教育[J].江西社会科学.1994,5.
[4] [DB/OL]http://www.xici.net/b786316/d53110656.htm
[5] [DB/OL]http://blog.sina.com.cn/qq78797675277
[6]周薇.钢琴教学研究的历史与现状(一)[J].教学研究,24-25.
[7]赵飒爽.论钢琴教学中的情感教育[D]. 东北师范大学硕士论文,2005.
[8]杨清.简明心理学辞典[M].吉林人民出版社.
[9]刘耀中.心理学[M].科学技术出版社.
[10]彭耽玲.普通心理学[M].北京师范大学出版社,1991:426.
[11] R.J.Dolan, Emotion, Cognition, and Behavior, Science 298 (5596).2002, 10:1191 – 1194.
[12]Richard J. Davidson et al., Dysfunction in the Neural Circuitry of Emotion Regulation – A Possible Prelude to Violence, Science 289 (5479) 2000 ,4: 591 – 594.
[13]Gross J J , Carstensen L L , Pasupathi M, Tsai J , Skorpen C G & Hsu A Y C. Emotion and aging : Experience , expression , and control [J ] . Psychology and Aging , 1997 , 12 : 590 - 599.
[14]王耘,叶忠根,林崇德.小学生心理学.浙江教育出版社[M],1993:231-232.
[15]张光富.小学生情感教育特点研究.中国教育学刊[J],1998,2:25-27.
[16]方敏芝.儿童教育中的情感培养浅探.美中教育评论[J],2006,3(2):59-62.
[17]留钕铜.钢琴教学新模式的研究与应用[J].山东师大学报(社会科学版), 1997,2.
[18]袁媛.浅议钢琴教学方法的几种模式[J].黄河之声,2004,3.
[19]汪子良,王朝刚.钢琴教学科学化刍议[J].钢琴艺术,1996,2.
[20]陈佩玲.钢琴教学初探[J].钢琴艺术,1999,3.
[21]段小伟.钢琴教学应遵循的几个原则[J].铜仁师范高等专科学校学报,2002,2.
[22]朱静,陶志伟.钢琴教师教学方法拓展性初探[J].泰州职业技术学院学报,2006,5.
[23]肖红.钢琴教育在素质教育中的作用[J].宁波高等专科学校学报,2003,1.
[24]梁海东.谈钢琴艺术教育在素质教育中的作用[J].星海音乐学院学报,2003,1.
[25]杜也萍.谈钢琴教学中的素质教育[J].艺术教育,2005,2.
[26]文琳.试论钢琴教学在素质教育中的功能与定位[J].开封教育学院学报,2005,1.
[27]张波.论音乐教育中的情感教育[D].湖南师范大学硕士论文, 2006.
[28]赵飒爽.论钢琴教学中的情感教育[D].东北师范大学硕士论文,2005.
[29]陈蓉辉.“论钢琴教育活动与学生情感发展的内在机制”[J].东北师大学报(哲学社会科学版),2001,6.
[30]王振宏.青少年情感风格与攻击行为[D].首都师范大学博士论文,2005.
[31]刘晓明,钱福永,沈健.学校心理咨询概观[M].吉林大学出版社.52-57.
[32]殷方敏.情绪渲泄与心理健康.心理卫生[J].
[33]温州日报[DB/OL].http://www.wzrb.com.cn/node2/node143/userobject8ai229456. Html
[34]李涛.论钢琴教学中的技巧与情感. 沈阳师范大学学报(社会科学版),2007,141 (3):191-192.
[35]中华心理教育网[DB/OL]:http://www.psycard.net/auto/data/68007/detail.php? thisid=29415
[36]杨程程.浅谈音乐欣赏的教学方法的改革.音乐天地,2006,(3):18-19.
[37]陈蓉辉.钢琴教学中促进学生情感发展的策略[J].中国音乐教育.2001,1:42-48.
[38]冯效刚.论音乐表演艺术的创造性—从布莱希特(陌生人)表演艺术理论得到的启示[J].人民音乐.1997,11.
[39]徐州教育科研[DB/OL]:http://www.xzedu.net.cn/JYky/open.asp?x=%C9%E8%BE%B3% C8%EB%C7%E9%C8%AB%C3%E6%B2%CE%D3%EB%A1%AA%A1%AA%D2%F4%C0%D6%D0%C0%C9%CD%BD%CC%D1%A7%C4%A3%CA%BD%B3%F5%CC%BD