论文部分内容阅读
自新课程改革以来,我国大多数中小学音乐教学都是以教科书为主要的课程资源,因此音乐课程资源结构单一。而鲜活的乡土音乐是各地方历史的见证,是多元文化的一分子,能给学校音乐课堂教学活动提供借鉴,为审美教育提供素材,丰富课内外音乐教学,促进音乐与其它学科间的融合,并能给音乐教育带来新的发展契机。通过实践与思考,把地方教材引进音乐课是符合新课程改革的一个创新举措。随着一些流行歌曲的普及,乡土音乐受到严峻的挑战和冲击,一部分濒临失传,特别是许多未成年人对它们的认识和了解越来越少。现在我们大多数的孩子龙岩话都不会讲,就更谈不上对本地的乡土音乐的了解与学习了。这样也就意味着本土音乐将要失传,对此我们大家深感危机,认为要使乡土音乐的传承必须从“从娃娃抓起”。因此在新时期为让下一代传承、了解优秀传统音乐,激发学生热爱自己的民族民间音乐,就必须让乡土音乐进课堂。
Since the reform of the new curriculum, most primary and middle schools of music teaching in our country regard textbooks as the main curriculum resources, so the structure of music curriculum resources is single. The vivid local music is the testimony of local history, is a part of multiculturalism, which can provide reference for school music classroom teaching activities, provide material for aesthetic education, enrich music teaching both in and out of class, and promote the integration of music and other disciplines , And can bring new opportunities for music education. Through practice and reflection, the introduction of local teaching materials into music lessons is an innovative measure in line with the new curriculum reform. With popularization of some popular songs, local music is under the severe challenge and impact, and some are on the verge of losing their passions. In particular, many minors have less and less understanding and understanding of them. Now most of our children do not speak Longyan words, not to mention the local native music to understand and learn. This also means that local music will be lost, for which we are all deeply in crisis, thinking that we must make the inheritance of local music from “starting from the baby ”. Therefore, in order to let the next generation to inherit and learn excellent traditional music in the new era and inspire students to love their own national folk music, it is necessary to bring native music into the classroom.