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學前教育畢業(yè)論文格式范文
畢業(yè)論文是大學教學計劃中一個重要環(huán)節(jié)，它與其他教學環(huán)節(jié)構成一個有機的整體，又是各教學環(huán)節(jié)的繼續(xù)、深化和檢驗。下面是小編為大家整理的學前教育畢業(yè)論文格式范文，歡迎參考~
學前教育畢業(yè)論文格式范文
幼兒畢業(yè)論文(設計)
題 目
姓 名
系 部
專 業(yè)
指導教師 讓幼兒園的音樂教學活動充滿快樂與活力 學號 2011510530237 學前教育系 學前教育 王倜 職稱 副教授
2013 年 11月 18 日
長沙師范學院教務處制
目 錄
摘要„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 關鍵詞„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 Abstract„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 Key words„„„„„„„„„„„„„„„„„„„„„„„„„„1 緒論„„„„„„„„„„„„„„„„„„„„„„„„„„1
一、幼兒園音樂教育的目標„„„„„„„„„„„„„„„„„„„„„„1
二、幼兒園音樂教學活動存在的問題„„„„„„„„„„„„„„„„„„1
(一)教師的提問帶有暗示性和盲目性„„„„„„„„„„„„„„„„„1
(二)幼兒的思維被教師束縛 „„„„„„„„„„„„„„„„„„„„1
三、快樂活潑的音樂教學活動的主要表現(xiàn)„„„„„„„„„„„„„„„„2
(一)教師快樂的教„„„„„„„„„„„„„„„„„„„„„„„„2
(二)幼兒快樂的學„„„„„„„„„„„„„„„„„„„„„„„„„2
(三)把握快樂的分寸„„„„„„„„„„„„„„„„„„„„„„„„3
四、實施快樂音樂教學的途徑„„„„„„„„„„„„„„„„„„„„„3
(一)和諧的師生情感氛圍„„„„„„„„„„„„„„„„„„„„„„3學前教育畢業(yè)論文格式范文。
(二)機智巧妙的教學語言„„„„„„„„„„„„„„„„„„„„„„4
(三)靈活多樣的教學手段„„„„„„„„„„„„„„„„„„„„„„5
(四)合理的教學評價„„„„„„„„„„„„„„„„„„„„„„„6
五、在快樂中學習音樂的作用„„„„„„„„„„„„„„„„„„„„6 結論„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„7 致謝„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„8 參考文獻„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„9
讓幼兒園的音樂教學活動充滿快樂與活力
學前教育專業(yè)學生
指導老師 王倜
摘要：音樂是幼兒園實施美育的重要內容和途徑，它能有效地豐富幼兒的精神生活，促進幼兒心理、生理等方面的健康成長，潛移默化地陶冶幼兒的道德情操。隨著社會日新月異的發(fā)展，幼兒認識和接觸音樂的途徑越來越多，導致在實際教學中，出現(xiàn)“喜歡音樂，卻不喜歡上音樂課”的現(xiàn)象，音樂教學活動顯得死氣沉沉。在課程改革的今天，音樂教學不能再是簡單機械的理解為教師的教和幼兒的學，如何創(chuàng)設一種快樂、生動、活潑的學習氛圍，讓幼兒積極主動參與到音樂學習當中，成為學習的真正的主人，使幼兒園的音樂教學活動充滿活力，是每個幼兒園教師都應該思考的一個重要問題。本論文首先分析了幼兒園的音樂教學活動為什么會出現(xiàn)死氣沉沉的原因，通過對快樂課堂的主要表現(xiàn)的分析，指導了在實際教學中如何實施的具體方法和途徑。最后，總結了在充滿快樂與活力的課堂中學習音樂的作用。
關鍵詞：幼兒園;音樂教學活動，快樂;活力
ABSTRACT
Music is the elementary school implements the esthetic education the important content and the way, it can the rich student's spiritual life, promote aspect the effectively and so on student psychology, physiology healthy developments, influences student's moral sentiment subtly. The development which changes with each new day along with the society, the student understanding and the contact music's way are getting more and more, causes in the field research, the appearance “the student likes music, actually does not like on the music lesson” the phenomenon, music classroom appears spiritless. In curriculum reform's today, music teaching cannot be again simple machine's understanding for teacher's teaching with the student study, how to establish one kind joyfully, vivid, the lively study atmosphere, lets the student positive participate in music study on own initiative, becomes the study the genuine master, causes elementary school's music classroom to be vital, is an important question which each singing masters should ponder. Why will the present paper first analyze elementary school's music classroom to present the spiritless reason, through to the joyful classroom's main performance's analysis, has instructed the concrete method which how to implement in the field research. Finally, summarized in has filled studies music joyfully with in the vigor classroom the function.
Key words: Elementary school; Music classroom, joyful; Vigor
引言：音樂是一門藝術，“音樂”與“幼兒”幾乎是同步的詞匯，喜歡音樂可以說是孩子的天性，音樂能直接地影響人們，特別是影響兒童的感情，這對幫助孩子認識周圍世界有著特殊的作用。通過各種音樂活動能培養(yǎng)幼兒對音樂的興趣和愛好，提高他們對音樂的感受能力，可使他們掌握簡單的音樂技巧，并能發(fā)展他們的音樂創(chuàng)造能力。幼兒在音樂的感染下能陶冶性情，對美好的事物有良好的感情，對生活無限熱愛。幼兒只有學會認識音樂，學會體驗音樂的美、追尋音樂的美，才能進入音樂的天地。我們應該讓幼兒園音樂教學活動充滿快樂與活力，幫助所有的孩子，積極地參與音樂活動，使他們能夠成為有一定水平的音樂欣賞者，能夠從音樂中享受到樂趣。
一、幼兒園音樂教育的目標
1、初步感受、欣賞并喜愛環(huán)境、生活和藝術中的美。 2、喜歡參加藝術活動，能感受到活動帶來的快樂，培養(yǎng)對藝術的敏感。 3、掌握一些簡單的藝術技能，發(fā)展藝術表現(xiàn)能力。 4、能用不同的藝術形式創(chuàng)造性地大膽表現(xiàn)自己的情感和體驗，能用自己喜歡的方式進行藝術表現(xiàn)活動。 5、在藝術活動中體驗集體活動的快樂，與他人合作，能理解、接納、欣賞、尊重他人的創(chuàng)作與表現(xiàn)，喜歡欣賞不同表現(xiàn)形式與風格的藝術作品。
二、幼兒園音樂教學活動存在的問題
(一) 教師的提問帶有暗示性和盲目性
在孩子們眼中，音樂老師是“快樂的天使”，要成為孩子們的“快樂伙伴”，教師的言行必須散發(fā)無窮的魅力。因為教師的語言在教學中直接影響著教學效果，在教學活動中有著至關重要的作用。但是，在幼兒園的音樂教學活動中，教師的語言經(jīng)常會出現(xiàn)下面這樣的傾向：
在幼兒園的音樂課中，教師在首次范唱或欣賞歌曲后問得最多的一句話就是“這首歌曲好聽嗎?”幼兒不加任何思考地就回答：“好聽。”教師緊接著問：“同學們喜不喜歡啊?”幼兒似乎發(fā)自內心的答道：“喜歡。”然后教師又如釣魚似的問道：“想不想學?”幼兒的回答不說大家也都明白了，“想學”當然是必然的了。這樣的對答表面上看起來很熱鬧，可是卻帶有明顯的暗示性，問題也過于簡單。教師這一連串的問題的最終目的無非就是想引起幼兒學習歌曲的興趣，那么這時的幼兒每次都是在這種盲目的引導下學習，真的會有興趣嗎?
(二) 幼兒的思維被教師束縛
在教學活動中，要確保幼兒在活動中的主體地位。幼兒是活動的主角而不是聽眾，教師是策劃人和欣賞者而不是裁判員或評委。而通常在歌曲教授或欣賞前，教師對設置
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