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音乐中声音的袭击不给我们选择的余地,它的这一属性也构成了音乐审美过程中的“特殊性”。在这一特殊过程中充满了无数的可能,这为我们的教学是否具有科学性提出挑战,尤其是在我们的授课对象为不同接受能力的中小学生时更需要有选择地教学。从深度和广度入手、对不同年龄的接受层入手、对作品进行深度挖掘入手等等。并通过不同层次的学习,达到一种对音乐本质的认识,其内涵与外延都能够深刻解读。最终为学生传授一套解读音乐的法门。
Sound attacks in music do not give us the choice of this attribute also constitutes the “special ” in the aesthetic process of music. There are innumerable possibilities in this particular process, which challenge the scientificity of our teaching. In particular, we need to be more selectively taught when our subjects are students of different capacities. Start with the depth and breadth, start with the different ages of the receiving layer, dig deep into the work and so on. And through different levels of learning, to achieve a kind of understanding of the nature of music, its connotation and denotation can be profound interpretation. Finally, teach students a set of interpretations of music.