隐藏于奥尔夫教学法深处的逻辑——从《学校音乐教材》所得到的启迪  

Concealed Logic in the Depths of Orff's Pedagogy:Insights from the OrffSchulwerk

作　　者：黎莎 傅聪[2] Li Sha;Fu Cong

机构地区：[1]武汉音乐学院音乐教育学院 [2]北京教育学院体育与艺术教育学院

出　　处：《中国音乐》2024年第4期183-190,共8页Chinese Music

摘　　要：奥尔夫教学法所提倡的原本性、即兴性、综合性的教学方式受到世界各地音乐教育界的广泛关注和赞誉。与此同时,这种即兴的自由特性在教学中的运用,容易打破教学的循序渐进,导致部分教学者认为这一教学法缺乏逻辑性。因此,本文立足于分析奥尔夫所编的《学校音乐教材》中的教学设计意图,剖析其中蕴含的教学逻辑,以便我们在明确各卷所提供的特定内容中,深入认识奥尔夫教学法提倡原本性、即兴性、综合性的思想内核及其教学设计思路。The Orff-Schulwerk approach,which advocates for originality,improvisation,and integration,has garnered extensive recognition and praise within the international music education community.However,the application of its improvisational and unrestrained characteristics in teaching practices can sometimes disrupt the orderly progression of instruction,leading some educators to question its logical coherence.This article is based on an analysis of the instructional design intentions found in Music for Children:The Volumes.It aims to dissect the pedagogical logic inherent in these materials to facilitate a deeper understanding of the core principles of originality,improvisation,and integration promoted by the Orff method,along with its instructional design considerations.

关 键 词：奥尔夫 《学校音乐教材》 为儿童的音乐 原本性 

分 类 号：J60-059[艺术—音乐]