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淺談高中音樂欣賞教學中審美能力的培養(yǎng)
畢業(yè)論文
摘 要
音樂欣賞教學是培養(yǎng)學生的審美能力，提高學生健康審美情趣的學科，同時又是音樂教學中1個重要課題。與其他學科相比，音樂教育更有著得天獨厚的功能，而作為音樂教育的重要組成部分之1 ——音樂欣賞，在培養(yǎng)學生審美能力方面，更具有舉足輕重的作用。在音樂欣賞過程中，審美創(chuàng)造與審美認知、審美判斷相互交織，并與欣賞者原有的知識和修養(yǎng)相結合，產生良好的復雜心理反應。同時，由于欣賞者的情緒、角度不同，對作品的理解與反應也不盡相同。因此,分析高中音樂欣賞教學的現(xiàn)狀,如何在音樂欣賞教學中培養(yǎng)學生的審美能力就顯得尤為重要。音樂欣賞就是要引導學生參與、體驗音樂，培養(yǎng)學生去感知、鑒賞以及把握音樂作品中各個要素，從而產生想象，啟迪智慧，發(fā)展創(chuàng)造能力，培養(yǎng)學生的審美情趣，提高審美能力。
關鍵詞：高中音樂欣賞；素質教育；現(xiàn)狀；審美能力培養(yǎng)；音樂素養(yǎng)
ABSTRACT
The appreciation of music teaching is raises students esthetic ability, enhances the student health esthetic appeal the discipline, simultaneously also is in the music teaching an important topic.The basic task of the aesthetic education is to train students estheticism,comparing with other subjects, it has a gifted function even more in music education.And as one of the important components of music education
--The appreciation of music, there is very important function in training students estheticism.
Among the course of appreciation of the music, creating aesthetically with aesthetic cognition, and judging aesthetically that interweaves each other, combining with already existing knowledge and training of persons who are appreciated, the good complicated psychology emerges to react. Meanwhile, because of mood, angle of the persons who appreciate being different, understanding of works and response are not the same. Therefore, the analysis high school music appreciation teaching present situation, how does raise students esthetic ability in the music appreciation teaching to appear especially importantly. Music appreciate want, lead student participate in, experience music, train student go, perceive, appreciate and hold music each key element of the work, thus produced and imagined, inspire intelligence, developing creativity, training students aesthetic temperament and interest, improving estheticism.
Key words: Music of high school; the appreciation of music; teaching present situation; the aesthetics of music; ability are trained
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