The time of publication:2009-11Press:The music education department of the Central Conservatory of Music Central Conservatory of Music prAuthor:The music education department of Central Conservatory of MusicPages:508BookTitle:The music education department of the Central Conservatory of Music master thesis set
The copyright page: illustration: procedural knowledge and declarative knowledge sharing in the first stage, the procedural knowledge, is the rule learning. "Know a rule or statement of the rule, control their own behavior and the application of this rule is not the same thing", such as students through this stage of learning can be stated size seven chord solution "the seventh five step down, three sound level in the uplink, common tone remained for three voices in the root. Whisper, root upward four degrees or five degrees jump down" this rule. But that statement is seven chord settlement rules, does not mean that the proper use of this rule. The correct use of rules also need second stages, namely, the rules on the use of stage. For the music teaching, the application of the rules means the problem in two aspects: one is to use in theory, can be expressed in written text, symbols or language; two is used in the sense of a sound, practical expression by singing, rhythm etc.. Especially for the singing as the school music education the basic teaching form, on the real standards required to achieve accurate rules in music, harmony and so on singing. Two, skills (a) the definition of the traditional definition of technical skills, skills will be defined as the activities, in the information processing theory, which belongs to the special skills, and the relationship between the information processing theory of knowledge and skills in the traditional definition cannot be reflected. According to the theory of information processing, "procedural knowledge or tacit knowledge is deduced from the wisdom of people skills and motor skills, skills in" nature "is the application of knowledge, say a is the use of procedural knowledge". So, skills of procedural knowledge, included in the general knowledge. Chinese scholar Pi Liansheng skills will be defined as: "ability formed in practice on the basis of, according to certain rules or operating procedures are completed some wisdom task or body coordination task." Skills defined new theory based on the Pi Liansheng information processing theory, including the "completion of a task or tasks wisdom body coordination ability", therefore, than the traditional skills of learning activities only refers to the provisions set in advance, more active learning ability of special knowledge and skills which. This one is important for music education. Often include the active ability of music skills training of the international advanced teaching method we introduced in. Such as music lessons on gestures while singing chord names, do different gestures to represent different, to complete the action skills; while at the same time with sound singing chord belongs to complete a number of thinking skills. And as the hands and sing canon, represented by the roll gestures make melody and tonic sol FA even fixed tuning who sings melody at some sections. The training includes the dual ability to complete tasks and complete wisdom body coordination task.
Music and dance is the human emotions expressed the most natural way, the most primitive of the two, the same origin, influence each other, and then each become two independent art. In 1894 the Swiss music educator Amir Dahl Queiroz started Eurhythmics auxiliary Solfeggio especially explore rhythm trainingTeaching, action began to appear in the music education content. Teaching method of Dahl Queiroz, brings huge impact to the traditional music education. The famous composer, music educator Carle. Orff in the contemporary dancer Marie. Influence of Wei Gema German modern dance, to 扬达尔 Klotz teaching the spirit of law, is the music — — &mdash language; — action three combination and unity as his music education philosophy, dance movement in music education status has been greatly improved. After more than a century of development, dance rhythm theory, practice course has already become an indispensable part of music education in Europe and the United states. In our country, in twentieth Century at the beginning of the 80's by the renowned music educator, musicologist, composer Mr. Liao Naixiong introduction, introduced Dahl Klotz and Orff and other advanced teaching system and launched a series of activities, but due to various reasons, the teaching system of teaching idea and teaching method has not been popularized in basic meaning. In recent years, the music education department of Central Conservatory of Music will be the required course for music education majors, syllabus, long-term hired German, Austria and Canada expert in teaching idea and method of the system, and assign students to the local learning, I have the honor to become a member of the first batch of.
The word first piece of music education in the dance rhythms of the the first chapter of music and dance, second chapter dance rhythm and music education third chapter dance rhythm in music education in the use of conclusion references of second papers on Kodaly Orff system in China primary school music teaching in the use of the first chapter introduction into China, Obama - system by second chapter in primary school music teaching how to use science and Ordovician system third chapter in the elementary school, Obama - system using experiment teaching examples of conclusion Ref. third articles on the "double base" in basic music education in the first chapter "double base" the history and current situation analysis of second chapter from the perspective of cognitive psychology "double base" in the music course status of third chapter from the perspective of music aesthetics "double base" in music course status fourth chapter conclusion reference fourth article on the college music education. Introduction the first chapter quality education and quality education in music. second chapter of the ordinary university music quality education connotation of third chapter of college students music quality condition analysis of fourth chapter college music education status of fifth chapter improved the ordinary university music quality education is recommended by the conclusion references fifth pieces of folk songs in the music teaching in the role of Introduction the first chapter folk characteristics of second chapter of folk songs in music teaching characteristics of third chapter folk songs in the music teaching in the use of fourth chapter the folk song teaching the basic principles of conclusion references sixth Kodaly - Orff system and Liao's primary music teaching comparative analysis of the first chapter Kodaly and his basic music teaching material second chapter Orff and his music teaching materials based on third chapter Liao Naixiong and his music teaching materials based on fourth chapter of the three different comparative analysis of conclusion references the seventh chapter on primary school music education in the notation. The optional Introduction the first chapter staff and numbered in the primary school music education programs in place of the historical evolution of second chapter staff and numbered musical notation and the history of the respective characteristics of third chapter psychology and Pedagogy in the musical notation and the staff in the conclusion references eighth new pieces century our country middle school music curriculum research -- Based on the Chengdu City middle school music education survey the first chapter preface to our local curriculum concepts and features of second chapter of our country the local curriculum development and implementation of now the third chapter local music curriculum resources overview of fourth chapter our middle school music curriculum development in Sichuan Province reality scanning -- Chengdu City as an example of fifth chapter local music curriculum development problems and causes analysis of sixth chapter local music curriculum development rational ideas conclusion references ninth outside school music training institutions -- Investigation and study taking Beijing area as example ordered first chapter outside Le Pei sound Training institutions of second chapters outside school music training institutions in the current situation analysis of third chapters outside school music training institutions and Countermeasures of in reference tenth articles on Mongolia folk song in the Inner Mongolia area of music education in the significance of the first chapter introduction of Mongolia folk song overview of second chapter Inner Mongolia folk songs in music education and daily life in the effect of third chapter of Mongolia folk song in the music teaching in the use of fourth chapter of Mongolia folk song in the music education in the value of reference @##@ conclusion
"Ten years of hard work to unusual". The music education department of the Central Conservatory of Music in addition to bear fruit in the undergraduate teaching, in the training of graduate students has also formed characteristics. There have been more than thirty students to innovative paper achieved a master's degree in a short period of ten years. They completed the dissertation to a large extent showed "theory of foreign education and China music education practice, the academic and practical characteristics, innovation and experiment combination", which reflects the ten years of the Department have made in teaching and research from different angles. This "the music education department of the Central Conservatory of Music master thesis choose" select one of the 10.
"The music education department of the Central Conservatory of Music master thesis set" published by the Central Conservatory of Music press.
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The music education department of the Central Conservatory of Music master thesis set download
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