在西方古典歌唱课期间,教师与学生互动系统中关于声音的概念比喻
Jaime Crisosto-Alarcón1, Paulina Maldonado-Delgado2, Maximiliano Rivas-Campos3
1Departamento de Ciencias de la Rehabilitación en Salud, Facultad de Ciencias de la Salud y los Alimentos, Universidad del Bío-Bío, Chillán, Chile.
概括
概念隐喻 (CM) 对于教学西方古典歌唱至关重要,提高学生对声乐技巧的理解. 教师使用可联系的图像来将抽象概念与实际表现联系起来,改善声乐生产.
科学领域:
- 认知语言学 认知语言学
- 音乐教学 音乐教学
- 职业科学 职业科学 职业科学
背景情况:
- 概念隐喻 (CM) 越来越多地被认可为其在教育中的作用.
- 在西方古典歌唱中理解声乐技巧会带来独特的教学挑战.
研究的目的:
- 探索教师在西方古典歌唱课上使用概念隐喻.
- 检查CM如何促进沟通,并提高学生对声乐技巧的理解.
- 在认知语言学框架内分析隐喻在教师与学生互动中的作用.
主要方法:
- 采用了一个横截面的,解释性的研究设计.
- 十个个人的西方古典歌唱课被录制和转录.
- 用四级模型识别和分析了隐喻表达,并得到了教师审查小组的验证.
主要成果:
- 确定了四种主要的概念比喻:唱歌是行走,声音是轻,声音是流体,声音是移动的东西.
- 这些CMs帮助教师通过可联系的图像传达复杂的声乐概念.
- 隐喻有助于学生与声乐产生的自身感知和情感联系.
结论:
- 概念隐喻是西方古典歌曲教育中必不可少的教学工具.
- CMs将抽象的声乐技巧概念与实际表演相结合.
- 隐喻语言促进了对歌唱的体现理解,这表明需要适应性,以学生为中心的方法.
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