穆传方

【摘  要】随着素质教育理念为核心的新课程改革的广泛推行，可知实现对学生学科素养和专业技能的综合性培育，已逐步成为当前小学教育阶段工作开展的关键目标和重要要求。本文基于具身认知教学理论，深入探讨了教师在小学阶段引导学生感受与欣赏音乐的有效性教学策略，以期能够提升小学生音乐鉴赏水平，实现小学生综合素养的增强。

【关键词】教学策略;音乐鉴赏;小学阶段;具身认知

中图分类号：G623.71      文献标识码：A      文章编号：0493-2099（2021）20-0137-02

Teaching Strategies of Primary School Music Feeling and Appreciation based on Embodied Cognition

（Ganyu Huazhong Road Primary School， Lianyungang City， Jiangsu Province， China） MU Chuanfang

【Abstract】With the widespread implementation of the new curriculum reform with the concept of quality education as the core， it can be seen that the comprehensive cultivation of students' subject quality and professional skills has gradually become the key goal and important requirement of the current primary education stage. Based on the theory of embodied cognitive teaching， this paper deeply explores the effective teaching strategies of teachers in guiding students to feel and appreciate music in elementary school， in order to improve the level of primary school students music appreciation and realize the enhancement of primary school students comprehensive quality.

【Keywords】Teaching strategy; Music appreciation; Elementary school; Embodied cognition

一、突破學生定式思维束缚，助力学生放飞音乐梦想

思维是引导学生实施行为的必要前提。因此，教师帮助学生突破思维定式，对于引导学生在音乐鉴赏课中通过具身认知方法实现自身音乐素养的提高具有关键意义。结合小学生在当前年龄阶段的认知水平较差，且生活经验缺失的年龄特性，可知要想推动小学音乐鉴赏课堂实现良性发展，促使学生以饱满的热情和积极的态度投入音乐鉴赏课程学习中，教师就要先实现对学生思维的培养。思维是指导人主观能动性发挥的核心，教师通过有效教学手段的应用，能够引导学生自主突破思维惯性与认知定势，发挥学生的想象力，促使学生在音乐学习中放飞自我，从而帮助他们在音乐鉴赏过程中释放创新潜能并实现音乐素养的提升。例如，在五年级下册“百鸟朝凤唱：一只鸟仔斑鸠调”学唱课程的开展过程中，教师可以先为学生设置课堂悬念，引导学生在聆听音乐并进行鉴赏的过程中发挥想象，并在听完音乐后各自叙述自己在音乐中感受到的情境。……