新课标背景下音乐课堂跨学科教学路径刍探  

Exploration of Interdisciplinary Teaching Path in Music Classroom under the Background of New Curriculum Standards

作　　者：邱惠聪 Qiu Huicong(Fujian Province Longyan City Youth Palace,Longyan 364000,China)

机构地区：[1]福建省龙岩市青少年宫,福建龙岩364000

出　　处：《成才之路》2025年第10期125-128,共4页Way of Success

基　　金：福建省教育科学“十四五”规划2023年“研究共同体”专题课题“素养导向下小学音乐大单元教学中跨学科主题学习的建构和实践研究”(立项批准号:Fjygzx23-163)的阶段性研究成果。

摘　　要：新课标背景下音乐课堂跨学科教学意义深远,它不仅有助于促进学生学习思维的活化、增强课堂教学有效性,也能密切师生关系、实现教学相长,还能践行素质教育理念、实现五育并举。在新课标指引下,音乐课堂跨学科教学应遵循生本性原则、适宜性原则和多样性原则,确保教学内容的科学性和针对性。通过音乐与语文跨学科融合、推动学生音乐理解与鉴赏,音乐与体育跨学科融合、增添音乐教学趣味与内涵,音乐与德育跨学科融合、多元解读音乐情感与意义,音乐与美术跨学科融合、赋能学生音乐审美与感悟等教学路径,教师不仅可以丰富音乐课堂的教学内容,还可以激发学生的学习兴趣和创造力,培养他们的核心素养。Under the background of the new curriculum standard,interdisciplinary teaching in music classrooms has profound significance.It not only helps to promote the activation of students'learning thinking and enhance the effectiveness of classroom teaching,but also strengthens the relationship between teachers and students,achieves mutual learning and teaching.It can also practice the concept of quality education and achieve the simultaneous development of the five educations.Under the guidance of the new curriculum standards,interdisciplinary teaching in music classrooms should follow the principles of inherent nature,suitability,and diversity to ensure the scientific and targeted nature of teaching content.Through interdisciplinary integration of music and Chinese language,promoting students'understanding and appreciation of music,interdisciplinary integration of music and sports,adding fun and connotation to music teaching,interdisciplinary integration of music and moral education,diverse interpretation of music emotions and meanings,interdisciplinary integration of music and art,empowering students'music aesthetics and perception,teachers can not only enrich the teaching content of music classrooms,but also stimulate students'learning interest and creativity,and cultivate their core competencies.

关 键 词：新课标 小学音乐 跨学科教学 音乐鉴赏 音乐情感 核心素养 

分 类 号：G623.7[文化科学—教育学]