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首页> 外文学位 >An Examination of the Integration of Traditional Core Content Areas in a Kindergarten Music Classroom: A Music Specialist's Rationale, Understandings, and Perceptions.
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An Examination of the Integration of Traditional Core Content Areas in a Kindergarten Music Classroom: A Music Specialist's Rationale, Understandings, and Perceptions.

机译：幼儿园音乐教室中传统核心内容区域的集成检查：音乐专家的基本原理，理解和理解。

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摘要

The purpose of this research study was to examine the instructional strategies, rationale, understandings, and perceptions of an elementary music specialist, Michelle Roberts, regarding the integration of traditional core content areas (TCCAs) in the kindergarten music classroom. This study sought to scrutinize the characteristics and details of Michelle's teaching through Elliot Eisner's notions of educational connoisseurship and criticism and through his conceptualization of educational research and practice as art. A number of early childhood educators and researchers have stressed the importance and pedagogical efficacy of using interdisciplinary, holistic instructional approaches with young children. Such approaches have the potential to create space for a humanizing education in the early childhood classroom.;This qualitative research study was conducted at a public elementary school in a large, urban district in Texas, between September 18, 2009 and January 26, 2010. The participant was Michelle Roberts, an elementary music specialist with nearly 25 years of teaching experience. Data sources included classroom observations, examination of instructional artifacts, and semi-structured interviews.;Following analysis of the data, three conclusions concerning the music specialist's rationale, understandings, and perceptions regarding the integration of traditional core content areas and kindergarten music instruction were drawn. First, Michelle's rationale, understandings, and perceptions regarding the integration of the TCCAs and kindergarten music instruction were grounded in her wealth of teacher knowledge and skills and in her beliefs regarding teaching. Second, Michelle's rationale for the integration of the TCCAs and kindergarten music instruction was that it allowed her to educate her students in the most fitting manner possible and that it made learning "solid" or "a complete picture" for the students. Third, Michelle's perceptions and understandings regarding the integration of the TCCAs and kindergarten music instruction were grounded in three beliefs: (a) the integration of the TCCAs and music instruction is beneficial for young children; (b) it is important to maintain the integrity of the discipline of music when integrating instruction in the TCCAs and kindergarten music instruction; and (c) music cannot be taught in isolation from other content areas.
机译：这项研究的目的是研究基础音乐专家Michelle Roberts关于在幼儿园音乐教室中整合传统核心内容领域（TCCA）的教学策略，原理，理解和看法。这项研究试图通过艾略特·艾斯纳（Elliot Eisner）的教育鉴赏和批评概念，以及将他的教育研究和实践作为艺术的概念，来仔细研究米歇尔（Michelle）教学的特点和细节。许多幼儿教育者和研究人员强调了对幼儿使用跨学科，整体教学方法的重要性和教学效果。这种方法有可能为幼儿课堂中的人性化教育创造空间。这项定性研究是在2009年9月18日至2010年1月26日在德克萨斯州大市区的一所公立小学进行的。参加者是具有近25年教学经验的基础音乐专家Michelle Roberts。数据来源包括课堂观察，教学文物检查和半结构式访谈。在对数据进行分析之后，得出了关于音乐专家的理论依据，对传统核心内容领域与幼儿园音乐教学的融合的理解和看法的三个结论。 。首先，米歇尔（Michelle）关于TCCA和幼儿园音乐教学整合的理论，理解和看法是基于她丰富的老师知识和技能以及她对教学的信念。其次，米歇尔（Michelle）将TCCA与幼儿园音乐教学相结合的理由是，它使她能够以最合适的方式对学生进行教育，并使学生学习“扎实”或“全面”。第三，米歇尔对TCCA和幼儿园音乐教学的融合的理解和理解基于以下三个信念：（a）TCCA和音乐教学的融合对幼儿有益； （b）在TCCA和幼儿园音乐教学中整合教学时，保持音乐学科的完整性很重要； （c）音乐教学不能与其他内容领域隔离开来。

著录项

  • 作者

    Andrews, Stephanie Kuna.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education Pedagogy.;Education Music.;Education Early Childhood.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 293 p.
  • 总页数 293
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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