【作者】 王育霖；

【导师】 周跃峰；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 音乐欣赏是个比较广泛的音乐活动行为,合唱欣赏只是其中的一个范畴。合唱欣赏不是一种单纯的音乐欣赏行为,而是与教学相结合的音乐行动。这种独特形式的音乐行为,必然呈现不同的特征,同时也给审美主体带来不同的审美心理变化。高师合唱欣赏审美活动的基本要素包括审美客体、审美主体、审美场所和教师。审美主体是审美心理活动的直接行为者,而审美客体、审美场所和教师对审美主体的审美心理活动带来直接或间接的影响。高师学生审美的基本内容主要包括指挥美、作品美和声音美。高师合唱审美心理过程包括审美期待、审美展开、审美回味三个阶段。从课堂教学形式角度来分析,高师合唱欣赏审美心理过程主要包括以下几个阶段:准备阶段、起步阶段、加深阶段、反馈阶段、立美阶段。高师合唱欣赏审美主体心理运动的各个方面构成相互联系、相互交叉、相互抑制的审美心理结构动力力场。高师合唱审美心理结构动力力场是一种能引起审美需要、审美想象、审美情感和动机、目的、兴趣、气质、性格、能力、情绪、意志、理想、信念和世界观等审美机能和心理结构变化的力量源的集合。目前,高师合唱欣赏审美心理结构存在一定的偏差,优化高师合唱审美心理结构的主要途径是通过高校合唱教学的改革与创新,树立高师合唱教学的新的理念,注重合唱教材和曲目的选择和课堂教学方法的创新,营造良好的合唱教学环境。更多还原

【Abstract】 Music appreciation covers a wide variety of activities, and chorus appreciation falls into its category. Chorus appreciation combines both teaching and learning. Unlike any other music activities, it will bring aesthetical mental changes for the subjects of appreciation. Its elements include objects, subjects, places, and instructors. Subjects are the basic doer of aesthetical mental activity, and the other three elements may have direct or indirect effects on it. The aesthetics for normal university students covers three aspects: conducting, works and music. There are three phases for the aesthetical mental process in chorus appreciation: preparation, starting, deepening, feedback, and completion. These parts are closely related and counter-affecting, forming a dynamic force field. This force field produces aesthetic need, imagination, emotions, motives, purposes, characters, ideals, beliefs and other atheistic factors and mental structure change. At present, there are some defects in the aesthetical mental structures of chorus appreciation in normal universities. Some major measures have been taken to optimize it: reform and innovation of chorus teaching; creating new concepts for chorus teaching; better choices on chorus textbooks and works; innovation in teaching methods; creating sound environment for chorus teaching.更多还原