| 浅析学龄前儿童声乐教学中的误区及教学的方法 |
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| 引用本文： | 金香玉.浅析学龄前儿童声乐教学中的误区及教学的方法[J].科教文汇,2014(11):124-125. |
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| 作者姓名： | 金香玉 |
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| 作者单位： | 鞍山市现代服务学校,辽宁鞍山114004 |
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| 摘 要： | 中高职学前教育专业的学生在学校学习声乐这门课时，因他们已经完全变声，所以主要学习科学发声技巧及中外艺术歌曲的演唱，也就是说先学习理论再结合实际演唱。毕业后面临的教学对象却是还未变声六岁前的学龄前儿童，主要以教授儿歌演唱为主。所以他们毕业后在幼儿园教授学龄前儿童声乐（唱歌）时，应考虑到教育对象的实际年龄和接受能力、心理、生理等各方面的发展状况，不能让他们将所学的演唱方法生搬硬套。在多年的学前教育专业的声乐教学及幼儿园的实践中，发现很多学前教育专业毕业生教授学龄前儿童声乐（唱歌）的时候，不考虑学龄前儿童身心特点，出现以“音”取人、忽略对学生嗓子的保护、忽略音乐表现力等误区。通过对这些误区的分析，本文简要提出了营造良好的音乐氛围、采用丰富的讲授形式（其中包括了视听结合、听讲结合、听唱结合）这两种行之有效的教学方法，旨在提高学龄前儿童声乐教学的成效，为中高职学前教育专业的学生在今后的儿童声乐教学打下良好的基础。
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| 关 键 词： | 声乐教学 学龄前教育 音乐氛围 |
A Brief Analysis on the Misconceptions and Teaching Methods of the Vocal Music Teaching for Preschool Chil-dren |
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| Authors: | Jin Xiangyu |
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| Institution: | Jin Xiangyu |
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| Abstract: | In secondary and higher vocational preschool educa- tion majors＇ learning of vocal music course, as their voices have already changed totally, they mainly learn scientific vocal skills and the singing of domestic and foreign art songs, that is, learning theories first and then singing based on practice. After gradua- tion, the education objects they are faced with are preschool chil- dren aged below six whose voices have not changed yet, and the teaching contents for them are mainly nursery rhymes. So after graduation, when teaching preschool children＇s vocal music （singing）, they should take account of the education objects＇ real ages and the development situation of their acceptance, psychol- ogy and physiology, instead of copying what they＇ve learned blindly.In many years of vocational music education for preschool education majors and kindergarten practice, the writer finds that many preschool education graduates cannot take account of chil- dren＇s physical and psychological characteristics in vocal music （singing） teaching for preschool children, and there are some misconceptions, such as judging children by their ＂voices＂, ig- noring the protection of children＇s throats, and neglecting music expression. Through analyzing these misconceptions, this paper briefly proposed two effective teaching methods, including the establishment of favorable music atmosphere and the adoption of colorful teaching forms （including audio-visual integration, visu- al-speaking integration and visual-singing integration）, aiming toimprove the effect of vocal music teaching for preschool children and lay a solid foundation for secondary and higher vocational preschool education majors＇ future vocal music teaching for chil- dren. |
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| Keywords: | vocal music teaching preschool education music at-mosphere |
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