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本文所涉及的特殊儿童专指智力障碍儿童,这些智力低于70(韦氏智力表测试)的孩子,在感知觉、注意力、想象力、记忆力、语言与思维和认知等能力方面都大大低于同龄正常儿童。智障儿童的课堂教学充满了“儿童化”结构元素,相比其他学科较为抽象的音乐教学则体现的更为明显,更加需要紧紧围绕“儿童化”这一主题。笔者对处于基础教育阶段的智障儿童音乐教学积累了一些心得和感受。如果说,音乐教育是人文教育、爱的教育,那么特殊儿童的音乐教育更是一项充满了爱心、耐心和童真的事业。本文将侧重从课堂教学教师语言这一角度谈一谈特殊儿童音乐教学的探索心得。
This article refers to children with intellectual disabilities specifically refers to children with mental retardation below 70 (Webster test) children, in perception, attention, imagination, memory, language and thinking and cognitive ability are greatly Lower than normal children of the same age. The teaching of mentally retarded children is full of “children ” structural elements, more obvious than other disciplines of music teaching is more obvious, more need to closely around “children ” theme. I am in the basic education stage of mentally retarded children’s music teaching has accumulated some experience and feelings. If we say that music education is humanistic education and love education, then the music education of special children is a career full of love, patience and childlike innocence. This article will focus on the classroom teaching of teachers from the perspective of language talk about the exploration of special children’s music teaching experience.