孩子们在教室里最快乐的时候是他们在活动、唱歌和边做边学。这与所有的研究结果是一致的。音乐和运动对大脑有好处，但对灵魂也有好处。Jones(2010)说随着音乐的移动可以提高孩子们对他们身体的专注力和他们能做什么。它还可以帮助他们发展自信的感觉和精细的运动技能。Isenberg和Jalongo(2001)认为，将日常体育活动融入课堂的重要性在于，儿童最初的运动活动体验会激发他们日后的知识、概念发展、能力和观点，因此选择合适的教学策略至关重要。温伯格(1998)说，音乐处于劣势，因为它太有趣了。他还问，如此令人愉快的事情在教育中真的至关重要吗?毫无疑问，他的回答是肯定的。音乐为交流和表达，创造和配对学习提供了广阔的空间，它对大脑有好处，可以增加学习和认知的发展。如果学生在学校里过得开心，他们就更有可能投入到学习中去，并感觉他们的教室有一个积极的学习环境。音乐和运动与大脑发育和学习有许多联系。儿童天生就会在日常生活中使用音乐。所有的文章似乎都同意音乐和运动应该在每个教室都有一席之地。同样重要的是要认识到，音乐和动作的整合方式在每个层次和每个老师之间看起来都是不同的。关于音乐和运动对课堂气氛的影响的研究并不多。然而，大多数文章都同意音乐和运动对儿童以及他们的心理情感成长有好处，但我们发现很少有研究直接涉及这方面的研究。我们认为这是由于很难测量课堂气氛。一个人可能会觉得是一个积极的或有趣的环境，另一个人可能不会。这更像是一种观点vs.事实。高质量的幼儿教育课程将把音乐和运动融入到日常活动中。(莫里斯Izumi-Taylor梅雷迪思,希克斯,2012)为了使这个音乐和运动教育学成为中央在自己的教育哲学,教师、孩子,学校领导必须合作设想和理解这意味着什么教和学音乐和运动的核心学生的教育经验。
美国教育学作业代写 快乐活动
Children are happiest in the classroom when they are moving, singing, and learning by doing. This is parallel to what all of the research says. While music and movement are good for the brain, they are also good for the soul. Jones (2010) says that movement to music advances children’s mindfulness of their bodies and what they can do. It can also aid them in developing feelings of self-confidence and fine motor skills. Isenberg and Jalongo (2001) see the importance of a classroom that incorporates daily physical activities when they say that children’s initial experiences with movement activities inspire their later knowledge, concept development, abilities, and outlooks, so selecting proper teaching strategies is critical. Weinberger (1998) says that music is at a disadvantage because it is so much fun. He also asks, can anything so pleasurable really be vital in education? His answer is, unquestionably yes. Music offers vast occasions for communication and expression, for creativity and paired learning—plus, it’s good for the brain and can increase learning and cognitive development. Students are more likely to be engaged and to feel that their classroom has a positive learning environment if they are happy while in school. Music and movement have many connections to brain development and to learning. Children innately move to and use music in their daily lives. The articles seemed to all agree that music and movement should have a place in each classroom. It is also important to recognize that the way the music and movement are integrated can look different at each level and from teacher to teacher. Not as much research was found on the effects of music and movement on the classroom climate. However, most all of the articles agree that music and movement are good for children and for their psycho-emotional growth, but we found little research that directly dealt with this aspect of the study. We feel that this is due to the fact that it is hard to measure classroom climate. What one may feel is a positive or fun environment, another may not. This is more of an opinion vs. fact.A high quality early childhood educational curriculum will integrate music and movement into everyday activities. (Izumi-Taylor, Morris, Meredith, & Hicks, 2012) In order for this pedagogy of music and movement to become central in one’s own educational philosophy, teachers, children, and school leaders must collaborate to envision and understand what it means to teach and learn with music and movement at the heart of a student’s experiences in education.
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