音乐欣赏教学中的美感体验与功能实证

doi:10.16382/j.cnki.1000-5560.2017.05.010

摘要/Abstract

摘要： 以审美为核心的音乐欣赏教学，是培养学生美感体验的重要途径。音乐以优美、壮美、悲剧、喜剧多种形式呈现，给人带来快感、触动、颤栗等体验。对多种形式音乐美感的体验，可滋养人的情感能力和强化人格优势，进而塑造人格；诸多脑研究证明音乐欣赏和乐器训练还能促进大脑发育与认知发展；不仅如此，从审美的神经机制和生理反应来看，音乐欣赏中的美感体验还具有临床上的放松与干预功能。音乐美感体验的诸多重要功能启示我们未来在音乐欣赏教学中应注重音乐情绪的感受和体验，才能真正扣人心弦，温润人的心灵。

关键词: 音乐欣赏教学, 音乐美感体验, 美感教育, 音乐训练

Abstract: Aesthetic education is one of the major issues in educational reform.Affective experience is an important means of music education. Aesthetic-focused music appreciation teaching is the key to the development of students' aesthetic experience. In view of the connotation of aesthetic education, in this paper we first described the characteristics and the forms of various music aesthetic experience, and identified four types of aesthetic experience of different music styles. Next, we provided empirical evidence to confirm the influence of musical aesthetic experience on personality, music appreciation and cognitive development. Then we dealt with the relaxing and adjusting functions of the musical aesthetic experience. Finally, based on these functions, we put forward several suggestions for the musical aesthetic education. It's hoped that music education focusing on aesthetics can offer new thinking and methods for music appreciation teaching.

Key words: education of music appreciation, music aesthetic, education of aesthetic experience, music training

陈丽君, 文琪. 音乐欣赏教学中的美感体验与功能实证[J]. 华东师范大学学报(教育科学版), 2017, 35(5): 117-127+162.

CHEN Lijun, WEN Qi. Aesthetic Experience of Music Appreciation Teaching and Empirical Evidences for the Functions[J]. Journal of East China Normal University(Educationa, 2017, 35(5): 117-127+162.

参考文献

曹理,何工.(2000).音乐学科教育学.(1版). 北京:首都师范大学出版社.
陈丽君, 赵伶俐, 汪宏, 陈本友. (2012). 美感体验与积极情绪关系的实证研究. 西南师范大学学报(自然科学版), 37(10), 152-158.
陈丽君, 赵伶俐, 王雪梅, 孙青青. (2013). 不同类型美感体验的自主反应特点. 心理科学(4), 792-796.
陈丽君. (2010). 美感与积极情绪的关系及对变化觉察的影响. 博士学位论文.西南大学.
陈望衡. (2003). 当代美学原理. (1版). 北京:人民出版社.
丁月华. (2008). 概念隐喻理解中的美感体验对科学概念理解的作用研究.博士学位论文.西南大学.
凤四海, 黄希庭. (2004). 情绪形容词词义的模糊赋值. 心理学报, 36(6), 704-711.
侯建成, 董奇. (2010). 音乐认知能力的发展及其大脑可塑性研究. 星海音乐学院学报, 2010(3), 79-84.
黄君. (2010). 音乐与空间推理能力——莫扎特效应的实验研究. 中央音乐学院学报(2), 124-129.
康德.(2001). 断力批判(上).(1版)(宗白华译).北京:商务出版社.(原著出版年:1790年)
李婧. (2013). 学思结合,在实践中前行-2001与2011年版《义务教育音乐课程标准》的比较研究. 北方音乐(5), 16-16.
卢英俊, 戴丽丽, 吴海珍, 秦金亮. (2012). 不同类型音乐对悲伤情绪舒缓作用的eeg研究. 心理学探新, 32(4), 369-375.
牛宏宝. (2012). 美学概论.第3版. 北京:中国人民大学出版社.
邵丽, 王庭槐. (2009). 音乐治疗的现况与进展. 中国康复医学杂志,24(10), 959-960.
苏珊·朗格. (1986). 情感与形式.(1版)(刘大基等译).北京:中国社会科学出版社.(原著出版年:1953年)
王昕, 刘沛. (2013). 音乐情绪神经机制的研究现状与展望. 中国武汉学院音乐学报,(3), 131-135.
赵伶俐. (1999). 论美感增力性的生理和心理基础——美育科学化原理研究之一. 西南大学学报(社会科学版),(4), 49-54.
周荫昌. (1998). 中国音乐教育——朝着素质教育方向走向新世纪. 乐府新声:沈阳音乐学院学报(4), 3-5.
Bailey, J. A., & Penhune, V. B. (2010). Rhythm synchronization performance and auditory working memory in early-and late-trained musicians. Experimental Brain Research, 204(1), 91-101.
Bailey, J., & Penhune, V. B. (2012). A sensitive period for musical training:contributions of age of onset and cognitive abilities. Annals of the New York Academy of Sciences, 1252(1), 163-170.
Bailey, J. A., Zatorre, R. J., & Penhune, V. B. (2014). Early musical training is linked to gray matter structure in the ventral premotor cortex and auditory-motor rhythm synchronization performance. Joural of Cognitive Neuroscience. Neurosci, 26(4), 755-767.
Fancourt, D., Ockelford, A., & Belai, A. (2014). The psychoneuroimmunological effects of music:a systematic review and a new model. Brain Behavior & Immunity, 36(1), 15-26.
Fujioka, T., Ross, B., Kakigi, R., Pantev, C., & Trainor, L. J. (2006). One year of musical training affects development of auditory cortical-evoked fields in young children. Brain, 129(10), 2593-2608.
Goldstein, A. (1980). Thrills in response to music and other stimuli. Psychobiology, 8(1), 126-129.
Grewe, O., Kopiez, R., & Altenmüller, E. (2009). The chill parameter:goose bumps and shivers as promising measures in emotion research. Music Perception An Interdisciplinary Journal, 27(1), 61-74.
Han, L., Li, J. P., Sit, J. W., Chung, L., Jiao, Z. Y., & Ma, W. G. (2010). Effects of music intervention on physiological stress response and anxiety level of mechanically ventilated patients in china:a randomised controlled trial. Journal of Clinical Nursing, 19(7-8), 978.
Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning:evidence for the"Mozart effect". Journal of Aesthetic Education, 34(3/4), 105-148.
Hughes, J. R., Daaboul, Y., Fino, J. J., & Shaw, G. L. (1998). The "Mozart effect" on epileptiform activity. Clinical Eeg, 29(3), 109-119.
Ivanov, V. K., & Geake, J. G. (2003). The Mozart effect and primary school children. Psychology of Music, 31(4), 405-413.
Jausǒvec, N., Jausǒvec, K., & Gerlic, I. (2006). The influence of Mozart's music on brain activity in the process of learning. Clinical Neurophysiology, 117(12), 2703-2714.
Jones, S. M., & Zigler, E. (2002). The Mozart effect:not learning from history. Journal of Applied Developmental Psychology, 23(3), 355-372.
Juslin, P. N., & Laukka, P. (2003). Communication of emotions in vocal expression and music performance:different channels, same code? Psychological Bulletin, 129(5), 770-814.
Juslin, P. N., & Liljeström, S., Västfjäll, D. & (2008). Emotional responses to music:the need to consider underlying mechanisms. Behavioral & Brain Sciences,31(5), 575-621.
Juslin,P.N.,Liljestr?m.S.,Västfjäll,D.,Lundqvist,L.O.(2010).How does music evoke emotions? Exploring the underlying mechanisms. In:Juslin, P.N.,& Sloboda,J.A. (Eds.),Handbook of music and emotion:theory,research,applications. (pp.605-642).New York:Oxford University Press.
Kisilevsky, B. S., Hains, S. M. J., Jacquet, A. Y., Granier-Deferre, C., & Lecanuet, J. P. (2004). Maturation of fetal responses to music. Developmental Science, 7(5), 550-559.
Koelsch, S., Fuermetz, J., Sack, U., Bauer, K., Hohenadel, M., & Wiegel, M., et al. (2011). Effects of music listening on cortisol levels and propofol consumption during spinal anesthesia. Front Psychology, 2(4), 58.
Konečni, V. J., Brown, A., & Wanic, R. A. (2008). Comparative effects of music and recalled life-events on emotional state. Psychology of Music,36(3), 289-308.
Koneč ni, V. J. (2005) The aesthetic trinity:Awe, being moved, thrills. Bulletin of Psychology and the Arts, 5, 27-44.
Koneč ni, V. J. (2008) Does music induce emotion? A theoretical and methodological analysis. Psychology of Aesthetics、Creativity & the Arts, 2, 115-29.
Lecanuet, J. P., Graniere-Deferre, C., Jacquet, A. Y., & Decasper, A. J. (2000). Fetal discrimination of low-pitched musical notes. Developmental Psychobiology, 36(1), 29-39.
Lin, H., Ji, P. L., Sit, J. W. H., Chung, L., Zuo, Y. J., & Wei, G. M. (2010). Effects of music intervention on physiological stress response and anxiety level of mechanically ventilated patients in china:a randomised controlled trial. Journal of Clinical Nursing, 19(7-8), 978-987.
Pietschnig, J., Voracek, M., & Formann, A. K. (2010). Mozart effect-shmozart effect:a meta-analysis. Intelligence, 38(3), 314-323.
Rauscher, F. H., Shaw, G. L., & Ky, C. N. (1993). Music and spatial task performance. Nature, 365, 520-520.
Schlaug, G., Norton, A., & Overy, K. (2005).Effects of Music Training on the Child's Brain and Cognitive Development. Annals of the New York Academy of Sciences, 1060, 219-230.
Seligman, M. E. P., & Csikszentmihalyi, M. (2014). Positive Psychology:An Introduction. American Psychologist,55(1),5-14
Shahin, A. J., Roberts, L. E., Chau, W., Trainor, L. J., & Miller, L. M. (2008). Music training leads to the development of timbre-specific gamma band activity. Neuroimage, 41(1), 113-122.
Shahin, A., Roberts, L. E., & Trainor, L. J. (2004). Enhancement of auditory cortical development by musical experience in children. Neuroreport, 15(12), 1917-1921.
Strait, D. L., Kraus, N., Skoe, E., & Ashley, R. (2009). Musical experience and neural efficiency:effects of training on subcortical processing of vocal expressions of emotion. European Journal of Neuroscience, 29(3), 661-668.
Sutoo, D., & Akiyama, K. (2004). Music improves dopaminergic neurotransmission:demonstration based on the effect of music on blood pressure regulation. Brain Research, 1016(2), 255-262.
Tuomas, E., Vuoskoski, J. K., & Hannu, K. (2016). Being moved by unfamiliar sad music is associated with high empathy:. Frontiers in Psychology, 7(676), 1176.
Wiebke, T., Thomas, E., Marcel, Z., & Patrik, V. (2011). Mapping aesthetic musical emotions in the brain. Cerebral Cortex, 22(12), 2769-2783.
Xing, Y., Xia, Y., Kendrick, K., Liu, X., Wang, M., & Wu, D., et al. (2016). Mozart, Mozart rhythm and retrograde Mozart effects:evidences from behaviors and neurobiology bases. Scientific Reports, 6.