音乐技术为媒介的音乐教育教与学方法外文翻译资料

 2023-03-11 10:13:22

音乐技术为媒介的音乐教育教与学方法

原文作者 Eunjin Kim

摘要:这项研究的目的是展示音乐技术如何调解(或音乐软件调解)音乐教与学是音乐教育中行之有效的教学方法。它还论证了音乐技术中介教学与社会教育是相适应的后现代价值观和IT中介学习的趋势。本研究的新方法运用“融合”的原则,并将不同的数位科技应用于课堂。在实施了以音乐技术为中介的课后活动方案后在韩国京畿道的一所小学,为期三个月的研究分析了思维导图,与学生进行深入访谈,并进行调查,以了解学生的变化在日常生活中对音乐的创造性参与和感知。结果表明,该方法是可行以技术为中介的教学方法具有提高学生学习动机的潜力,在音乐课上的参与度和他们对音乐的总体感知。

关键词: 积极参与课堂;课外项目;数字技术;音乐教育;音乐技术;自主学习

数字技术在信息交流和传播中发挥了重要作用,以及我们社会中的知识。然而,如果社会成员不这样做,它们将是无用的有活力的态度,创造性的思维和自主学习的能力和媒体读写能力。为了适应这些社会需要,学校一直在努力适应新的教学方法方法。韩国音乐教育

第七次课程改革中音乐教育的目标韩国的音乐教育主要以教师为中心,以文本为基础,以知识为载体,这反过来又强调了“听音乐”和“死记硬背”音乐知识。“需要学生积极参与的音乐实践经验表演,比如作曲,很少在课堂上进行。在换句话说,音乐被理解为一门需要死记硬背的学科,几乎不需要投入学生。在韩国,音乐教育在修订的第七次课程中被重新组织。这个修改后的课程通过学生与他人的创造性接触,强调音乐的综合方法主题和不同的音乐类别。这种音乐教育的新方法是实践性的经验和对音乐的理解,以鼓励学生积极参与。通过让学生参与到课堂中来,这种音乐的新方法教育也试图鼓励学生与他人交流和分享他们的经验在课堂之外。

在开发程序的原则上,韩国修订的第七次课程提出音乐教育的目标应该是促进自我激励和积极参与,从而改变了传统的音乐教育形式。因此,我们的音乐技术综合教育计划通过以下原则扩展了第七届音乐教育课程的目标。首先,应该把音乐技术作为一种教育工具引入音乐课。音乐技术不仅帮助教育学生如何创作和改变音乐,而且还鼓励学生创造性地参与音乐。第二,通过音乐技术就业的音乐教育,可以提高音乐创作和音乐活动的表达机会。第三,音乐课不应该局限于特定的音乐流派或教区的音乐实践课程。在音乐活动中应采取综合的方法,以促进对音乐的理解和欣赏,鼓励学生积极参与音乐创作。最后,音乐技术应用活动使音乐课变得“有乐趣”和“感兴趣”。因此,该计划帮助学生更容易和积极地参与音乐创作活动。

以技术为中介的音乐教育的目标当今的知识型社会通过流动改变了教育环境摆脱了传统的以教师为中心、片面、死记硬背、死记硬背的教学方式。通过下载于图书馆,纽约大学利用计算机网络和因特网,以知识为中介的教育社会是一个互动的社会,老师和学生都主导课堂。这种转变源于技术在教育环境中的作用。的确,在音乐课上引入技术通常被认为是理所当然的,因为学生们在学习音乐的时候今天是“数字原住民”。由于他们接触到数字环境这学生熟悉计算机网络和互联网。这是真的,即使学生的计算机网络和网络知识只能玩游戏和上网。因此,数字技术的应用有效地激发学生在课堂上的积极参与,并积极鼓励学生学生们互相分享他们的音乐学习经验,其中课堂环境是以韩国修订后的第七版课程为目标。互联网在其他学习环境中,但使用的并不多在音乐课上。科技应用音乐教育采用视听多媒体设备比如cd或dvd或电脑复制的视频。不像单向的教学环境计算机辅助教学课堂教利用互联网的音乐课程,为学生创造了一个双的教学环境充分利用数字技术,能够自主创作音乐吗通过这些过程,学生可以自由地表达己的音乐感受,并进行互动并通过他们的音乐活动其他学习者交流。例如,学生在我们的究中,我们使用了互联网上的“ALsong”和“Tunearound”音乐软件创作音乐,然后发布在博客上。通过创造、分享和欣赏彼此作品中,这些学生能够体验到作曲家、导演、观众和评论家的角色。因此,这样做拓宽了他们对不同音乐形式的许多使用方式的理解在各领域的合作。学生们还接受了关于版权和信息传播的重要性的教育在网络空间使用这些技术时要遵守道德规范。利用集成技术在音乐课程中,学生能够以自主的方式进行多样的创作活动并根据自己的学习经验做出创造性的决定。这种教育形式是整体的,因为它结合了认知和感觉的经验。然而,在与软件开发人员的访谈中没有观察到知识共享

音乐教师。他们回答了关于与音乐软件开发人员交流的问题

没有信息

外文文献出处

International Journal of Music Education

附外文文献原文

Digital technologies have played a major role in the exchange and dissemination of information and knowledge in our society. However, they would be useless if the members of society did not have dynamic attitudes, creative minds and the ability for self-directed learning and media literacy. In response to these social needs, schools have been making efforts to adapt to new teachinglearning approaches. Some of these new teaching-learning approaches are: integrated art education (Burnaford, 1993; Choi, 2001; Hayes, McAllister, amp; Dowds, 2007; Park, 2008), learner-centered Corresponding author: Eunjin Kim, Center for Teaching amp; Learning, Kyung Hee University, 1732 Deogyeong-daero, Giheung-gu, Yongin-si, Gyeonggi-do, 446-701, Republic of Korea. International Journal of Music EducationKim 2013

Article

Downloaded from ijm.sagepub.com at Bobst Library, New York University on June 3, 2015 414 International Journal of Music Education 31(4) approaches (McCombs, 2000; Min, 2007), project-based music education (J. I. Lee, 2008), and technology-mediated music education (Burnard, 2007; Gadsen, 2008; Reese amp; Davis, 1998; Rhee amp; Lee, 2004; Vernallis, 2008). The new learning approach to music education in Korea has been embodied in the Revised 7t School Curriculum of 2007, which stresses the importance of expanding the categories of music education from the cognitive aspects of music understanding and appreciation to the more active participation in practices of music making, and to the integrated approach of incorporating music with everyday life (Hong, 2008). This study seeks to show how a technology mediated teaching and learning approach in music class enhances studentsrsquo; creative engagement and perception of music both in and out of the classroom. In order to show how studentsrsquo; creative engagement and perception of music are enhanced, this study analyses mind maps collected at two different times, one session of interviews with all students, and questionnaires conducted at two different times. In this context, this study proposes a new approach to music education. It consists of two major design principles. The first is the integrated approach to music education where the three categories of music education (music understanding, active participation music, and music embedded in life) are taught. The second design principle utilizes “music technology” i.e., music software such as “ALSong,”1 commas inside periods “Tunearound”2 and “Movie Maker”3 with which students can

use to create a piece of music in the class. Both principles have rarely been employed in the existing music education environments. The population sample for the digital technology mediated music class developed in this study came from an elementary school in Gyeonggi Province in Korea. The sample population comprised of 16 students in the fifth and sixth grades. These 16 students were exposed to the digital technology mediated music class for 3 months from March to May 2010.

Music education in Korea

The goal of music education in the Revised 7th Curriculum Music education in Korea has been mostly teacher-centered, text-based, and knowledge-delivered (Choi, 2001; Mo, 2006), which, in turn, emphasized “listening to musicrsquo; and “rote memory of musical knowledge.” Practical experience of musical practices requiring active student participation and performance, such as music composition, were limited or rarely carried out in class. In other words, music was understood as a subject requiring rote memory, with little engagement of students (Bauer, Reese amp; McAllister, 2003; H. J. Lee, 2005).Music education was reorganized in the Revised 7th Curriculum in Korea. This revised curriculum integrated approaches to music through studentsrsquo; creative engagement with other subject

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音乐技术为媒介的音乐教育教与学方法

原文作者 Eunjin Kim

摘要:这项研究的目的是展示音乐技术如何调解(或音乐软件调解)音乐教与学是音乐教育中行之有效的教学方法。它还论证了音乐技术中介教学与社会教育是相适应的后现代价值观和IT中介学习的趋势。本研究的新方法运用“融合”的原则,并将不同的数位科技应用于课堂。在实施了以音乐技术为中介的课后活动方案后在韩国京畿道的一所小学,为期三个月的研究分析了思维导图,与学生进行深入访谈,并进行调查,以了解学生的变化在日常生活中对音乐的创造性参与和感知。结果表明,该方法是可行以技术为中介的教学方法具有提高学生学习动机的潜力,在音乐课上的参与度和他们对音乐的总体感知。

关键词: 积极参与课堂;课外项目;数字技术;音乐教育;音乐技术;自主学习

数字技术在信息交流和传播中发挥了重要作用,以及我们社会中的知识。然而,如果社会成员不这样做,它们将是无用的有活力的态度,创造性的思维和自主学习的能力和媒体读写能力。为了适应这些社会需要,学校一直在努力适应新的教学方法方法。韩国音乐教育

第七次课程改革中音乐教育的目标韩国的音乐教育主要以教师为中心,以文本为基础,以知识为载体,这反过来又强调了“听音乐”和“死记硬背”音乐知识。“需要学生积极参与的音乐实践经验表演,比如作曲,很少在课堂上进行。在换句话说,音乐被理解为一门需要死记硬背的学科,几乎不需要投入学生。在韩国,音乐教育在修订的第七次课程中被重新组织。这个修改后的课程通过学生与他人的创造性接触,强调音乐的综合方法主题和不同的音乐类别。这种音乐教育的新方法是实践性的经验和对音乐的理解,以鼓励学生积极参与。通过让学生参与到课堂中来,这种音乐的新方法教育也试图鼓励学生与他人交流和分享他们的经验在课堂之外。

在开发程序的原则上,韩国修订的第七次课程提出音乐教育的目标应该是促进自我激励和积极参与,从而改变了传统的音乐教育形式。因此,我们的音乐技术综合教育计划通过以下原则扩展了第七届音乐教育课程的目标。首先,应该把音乐技术作为一种教育工具引入音乐课。音乐技术不仅帮助教育学生如何创作和改变音乐,而且还鼓励学生创造性地参与音乐。第二,通过音乐技术就业的音乐教育,可以提高音乐创作和音乐活动的表达机会。第三,音乐课不应该局限于特定的音乐流派或教区的音乐实践课程。在音乐活动中应采取综合的方法,以促进对音乐的理解和欣赏,鼓励学生积极参与音乐创作。最后,音乐技术应用活动使音乐课变得“有乐趣”和“感兴趣”。因此,该计划帮助学生更容易和积极地参与音乐创作活动。

以技术为中介的音乐教育的目标当今的知识型社会通过流动改变了教育环境摆脱了传统的以教师为中心、片面、死记硬背、死记硬背的教学方式。通过下载于图书馆,纽约大学利用计算机网络和因特网,以知识为中介的教育社会是一个互动的社会,老师和学生都主导课堂。这种转变源于技术在教育环境中的作用。的确,在音乐课上引入技术通常被认为是理所当然的,因为学生们在学习音乐的时候今天是“数字原住民”。由于他们接触到数字环境这学生熟悉计算机网络和互联网。这是真的,即使学生的计算机网络和网络知识只能玩游戏和上网。因此,数字技术的应用有效地激发学生在课堂上的积极参与,并积极鼓励学生学生们互相分享他们的音乐学习经验,其中课堂环境是以韩国修订后的第七版课程为目标。互联网在其他学习环境中,但使用的并不多在音乐课上。科技应用音乐教育采用视听多媒体设备比如cd或dvd或电脑复制的视频。不像单向的教学环境计算机辅助教学课堂教利用互联网的音乐课程,为学生创造了一个双的教学环境充分利用数字技术,能够自主创作音乐吗通过这些过程,学生可以自由地表达己的音乐感受,并进行互动并通过他们的音乐活动其他学习者交流。例如,学生在我们的究中,我们使用了互联网上的“ALsong”和“Tunearound”音乐软件创作音乐,然后发布在博客上。通过创造、分享和欣赏彼此作品中,这些学生能够体验到作曲家、导演、观众和评论家的角色。因此,这样做拓宽了他们对不同音乐形式的许多使用方式的理解在各领域的合作。学生们还接受了关于版权和信息传播的重要性的教育在网络空间使用这些技术时要遵守道德规范。利用集成技术在音乐课程中,学生能够以自主的方式进行多样的创作活动并根据自己的学习经验做出创造性的决定。这种教育形式是整体的,因为它结合了认知和感觉的经验。然而,在与软件开发人员的访谈中没有观察到知识共享

音乐教师。他们回答了关于与音乐软件开发人员交流的问题

没有信息

外文文献出处

International Journal of Music Education

附外文文献原文

Digital technologies have played a major role in the exchange and dissemination of information and knowledge in our society. However, they would be useless if the members of society did not have dynamic attitudes, creative minds and the ability for self-directed learning and media literacy. In response to these social needs, schools have been making efforts to adapt to new teachinglearning approaches. Some of these new teaching-learning approaches are: integrated art education (Burnaford, 1993; Choi, 2001; Hayes, McAllister, amp; Dowds, 2007; Park, 2008), learner-centered Corresponding author: Eunjin Kim, Center for Teaching amp; Learning, Kyung Hee University, 1732 Deogyeong-daero, Giheung-gu, Yongin-si, Gyeonggi-do, 446-701, Republic of Korea. International Journal of Music EducationKim 2013

Article

Downloaded from ijm.sagepub.com at Bobst Library, New York University on June 3, 2015 414 International Journal of Music Education 31(4) approaches (McCombs, 2000; Min, 2007), project-based music education (J. I. Lee, 2008), and technology-mediated music education (Burnard, 2007; Gadsen, 2008; Reese amp; Davis, 1998; Rhee amp; Lee, 2004; Vernallis, 2008). The new learning approach to music education in Korea has been embodied in the Revised 7t School Curriculum of 2007, which stresses the importance of expanding the categories of music education from the cognitive aspects of music understanding and appreciation to the more active participation in practices of music making, and to the integrated approach of incorporating music with everyday life (Hong, 2008). This study seeks to show how a technology mediated teaching and learning approach in music class enhances studentsrsquo; creative engagement and perception of music both in and out of the classroom. In order to show how studentsrsquo; creative engagement and perception of music are enhanced, this study analyses mind maps collected at two different times, one session of interviews with all students, and questionnaires conducted at two different times. In this context, this study proposes a new approach to music education. It consists of two major design principles. The first is the integrated approach to music education where the three categories of music education (music understanding, active participation music, and music embedded in life) are taught. The second design principle utilizes “music technology” i.e., music software such as “ALSong,”1 commas inside periods “Tunearound”2 and “Movie Maker”3 with which students can

use to create a piece of music in the class. Both principles have rarely been employed in the existing music education environments. The population sample for the digital technology mediated music class developed in this study came from an elementary school in Gyeonggi Province in Korea. The sample population comprised of 16 students in the fifth and sixth grades. These 16 students were exposed to the digital technology mediated music class for 3 months from March to May 2010.

Music education in Korea

The goal of music education in the Revised 7th Curriculum Music education in Korea has been mostly teacher-centered, text-based, and knowledge-delivered (Choi, 2001; Mo, 2006), which, in turn, emphasized “listening to musicrsquo; and “rote memory of musical knowledge.” Practical experience of musical practices requiring active student participation and performance, such as music composition, were limited or rarely carried out in class. In other words, music was understood as a subject requiring rote memory, with little engagement of students (Bauer, Reese amp; McAllister, 2003; H. J. Lee, 2005).Music education was reorganized in the Revised 7th Curriculum in Korea. This revised curriculum integrated approaches to music through studentsrsquo; creative engagement with other subject

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