南非中级阶段的数学:音乐整合促进学习

Marna Hendriks, Sonja Cruywagen
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引用次数: 0

摘要

背景:音乐在教育中发挥着重要的影响作用,教师需要营造一种环境,培养学习者的好奇心、创造力和获取知识的热情。第一作者在中级阶段的音乐和数学教学方面经验丰富,他热衷于探索如何通过采用积极的音乐整合和适当的教学法来充分调动学习者的积极性,从而弥合 21 世纪知识和技能的教育愿景与当前教学实践之间的差距:研究在位于豪登省 Tshwane 北区的三所南非语授课的中产阶级公立小学进行,历时九周:本研究采用了定性案例研究法,并将其置于有效教学的建设性协调教学设计之中:结果:研究结果强调了普通教师在没有广泛音乐培训或乐器技能的情况下将音乐有效融入数学课的能力的重要性:结论:文章质疑了音乐专业知识是融合的先决条件这一观点,强调了通才教师可以通过促进两个科目之间有意义的联系,成功地将音乐融入数学教学:贡献:这篇文章提请人们注意建设性调整在促进独立思考和实际应用知识方面的重要性。这些研究结果为制定教学框架和教学实践提供了指导,这些框架和实践优先考虑有意义的教学和学习体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mathematics in South Africa’s Intermediate Phase: Music integration for enhanced learning
Background: Embracing the influential role of music in education, teachers an cultivate an environment that fosters learners’ curiosity, creativity, and enthusiasm for acquiring knowledge. The first author, experienced in teaching Intermediate Phase music and mathematics, was keen to explore how to bridge the gap between the educational vision for 21st-century knowledge and skills and current teaching practices through the adoption of active music integration and appropriate pedagogy to full engage learners.Aim: The study aimed to explore how general teachers, with no previous formal music exposure perceived and engaged with the process of correlating concepts and learning experiences in music and mathematics.Setting: The research was conducted over nine weeks in three South African, Afrikaans-medium, middle-class governmental primary schools located in the Tshwane North district of the Gauteng province.Methods: This study employed a qualitative case study research approach and was situated within the pedagogical design of constructive alignment for effective teaching and learning.Results: The results underscore the significance of generalist teachers’ ability to effectively incorporate music into mathematics lessons without extensive musical training or instrumental skills.Conclusion: The article challenges the notion that musical expertise is a prerequisite for integration, highlighting the fact that generalist teachers can successfully incorporate music into mathematics instruction by fostering meaningful connections between the two subjects.Contribution: This article draws attention to the importance of constructive alignment in promoting independent thinking and the practical application of knowledge. These findings offer guidance for the development of pedagogical frameworks and instructional practices that prioritise meaningful teaching and learning experiences.
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