) 1 湖南大学外国语学院, 长沙 410082
2 长沙理工大学外国语学院, 长沙 410114
收稿日期:2019-08-22出版日期:2020-04-25发布日期:2020-02-25通讯作者:陈晓湘E-mail:sophycxx1963@126.com基金资助:* 国家社科基金项目(14BYY144);湖南省社科基金一般项目(18YBA071);长沙理工大学青年教师成长计划(2019QJCZ092);教育部人文社科青年基金项目(20YJC740082)The effects of music training on categorical perception of Mandarin tones in 4- to 5-year-old children
YAO Yao1,2, CHEN Xiaoxiang1() 1 School of Foreign Languages, Hunan University, Changsha 410082, China
2 School of Foreign Studies, Changsha University of Science and Technology, Changsha 410014, China
Received:2019-08-22Online:2020-04-25Published:2020-02-25Contact:CHEN Xiaoxiang E-mail:sophycxx1963@126.com摘要/Abstract
摘要： 已有研究表明, 音乐训练能提高成人对普通话声调范畴感知的能力, 此种训练能否增强幼儿对声调范畴感知的能力?训练效果是否受到训练时间长短的影响?本研究对幼儿园4~5岁幼儿进行音乐训练, 共40人, 分成音乐组和控制组, 每组各20人, 追踪考察音乐训练和训练时间长短对幼儿声调范畴感知能力提升的影响。实验采用前测-中测-后测设计, 对音乐组开展每周3次, 每次30分钟, 以小钟琴演奏为主的音乐训练; 控制组不进行任何有组织的训练活动。结果发现, 12个月音乐训练提升了幼儿对声调范畴感知的程度, 表现为音乐组幼儿范畴边界宽度显著小于控制组, 而训练6个月时, 该优势并不显著。此外, 12个月音乐训练还加强了幼儿区分范畴内刺激声学差异的敏感性, 而对范畴间刺激的区分能力无显著提高。本研究结果支持了音乐学习的歌剧理论(OPERA), 音乐训练具有跨域迁移作用, 可提升4~5岁幼儿对普通话声调范畴感知的能力, 但只有长期持续的训练才可能真正提高幼儿的音高精细化加工水平。
图/表 12
表1两组幼儿年龄及智力测试结果的均值和标准差
| 组别 | 年龄(月) | 智力 |
|---|---|---|
| 音乐组 | 51 (2.91) | 110.25 (4.48) |
| 控制组 | 50.8 (3.0) | 111.95 (3.95) |
表1两组幼儿年龄及智力测试结果的均值和标准差
| 组别 | 年龄(月) | 智力 |
|---|---|---|
| 音乐组 | 51 (2.91) | 110.25 (4.48) |
| 控制组 | 50.8 (3.0) | 111.95 (3.95) |
图1dá(二声)至dā(一声)的音高连续统示意图
图1dá(二声)至dā(一声)的音高连续统示意图
图2辨认实验选择示意图
图2辨认实验选择示意图
图3区分实验选择示意图
图3区分实验选择示意图表24~5岁幼儿音乐训练课程表
| 阶段 | 课时 | 课程内容 |
|---|---|---|
| 第一阶段 听音 | 第1个月 (2次新课+4次陪练) | 目的：认识小钟琴、听音乐并唱谱 重点：听音、唱谱 难点：准确唱谱 训练能力：感知音乐的高低、强弱及快慢 教具：小钟琴 |
| 第二阶段 辩音 | 第2~4个月 (9次新课+18次陪练) | 目的：音高对比 重点：识别32个音, 感知不同的音高 难点：识别32个音, 并按照节拍击打教师指定的音 训练能力：重点感知不同音符的音高差异 教具：小钟琴、非洲鼓(伴奏) |
| 第三阶段 演奏 | 第5~6个月 (8次新课+16次陪练) | 目的：随音乐演奏简单曲目 重点：区分32个音, 在一组不同的音中, 准确击打教师指定的音 难点：唱谱并配合背景音乐演奏 训练能力：感知音的高低、长短、强弱, 并随背景音乐旋律和节拍一起演奏 教具：小钟琴 |
| 第四阶段 表演 | 第7~12个月 (18次新课+36次陪练) | 目的：随音乐完整演奏较长曲目 重点：重复随乐演奏训练, 提升准确性、流畅性和完整性 难点：唱谱并配合背景音乐演奏 训练能力：感知音的高低、长短、强弱, 并随背景音乐节拍演奏, 在无演奏任务的过渡段, 用小金锤配合简单动作, 使表演更完整 教具：小钟琴 |
表24~5岁幼儿音乐训练课程表
| 阶段 | 课时 | 课程内容 |
|---|---|---|
| 第一阶段 听音 | 第1个月 (2次新课+4次陪练) | 目的：认识小钟琴、听音乐并唱谱 重点：听音、唱谱 难点：准确唱谱 训练能力：感知音乐的高低、强弱及快慢 教具：小钟琴 |
| 第二阶段 辩音 | 第2~4个月 (9次新课+18次陪练) | 目的：音高对比 重点：识别32个音, 感知不同的音高 难点：识别32个音, 并按照节拍击打教师指定的音 训练能力：重点感知不同音符的音高差异 教具：小钟琴、非洲鼓(伴奏) |
| 第三阶段 演奏 | 第5~6个月 (8次新课+16次陪练) | 目的：随音乐演奏简单曲目 重点：区分32个音, 在一组不同的音中, 准确击打教师指定的音 难点：唱谱并配合背景音乐演奏 训练能力：感知音的高低、长短、强弱, 并随背景音乐旋律和节拍一起演奏 教具：小钟琴 |
| 第四阶段 表演 | 第7~12个月 (18次新课+36次陪练) | 目的：随音乐完整演奏较长曲目 重点：重复随乐演奏训练, 提升准确性、流畅性和完整性 难点：唱谱并配合背景音乐演奏 训练能力：感知音的高低、长短、强弱, 并随背景音乐节拍演奏, 在无演奏任务的过渡段, 用小金锤配合简单动作, 使表演更完整 教具：小钟琴 |
表3音乐组训练成绩的平均值和标准差
| 测试项目 | 训练6个月 | 训练12个月 |
|---|---|---|
| 小钟琴演奏 | 25.15 (1.95) | 27.75 (1.83) |
| 音阶模唱 | 23.45 (1.64) | 27.80 (1.50) |
| 总分 | 48.60 (2.23) | 55.56 (2.43) |
表3音乐组训练成绩的平均值和标准差
| 测试项目 | 训练6个月 | 训练12个月 |
|---|---|---|
| 小钟琴演奏 | 25.15 (1.95) | 27.75 (1.83) |
| 音阶模唱 | 23.45 (1.64) | 27.80 (1.50) |
| 总分 | 48.60 (2.23) | 55.56 (2.43) |
表4两组幼儿辨认边界位置及边界宽度的均值和标准差
| 组别 | 边界位置 | 边界宽度 | ||||
|---|---|---|---|---|---|---|
| 前测 | 中测 | 后测 | 前测 | 中测 | 后测 | |
| 音乐组 | 4.84 (0.44) | 4.81 (0.49) | 4.79 (0.50) | 1.67 (0.29) | 1.51 (0.50) | 1.17 (0.47) |
| 控制组 | 4.81 (0.46) | 4.77 (0.36) | 4.75 (0.51) | 1.64 (0.41) | 1.59 (0.32) | 1.55 (0.36) |
表4两组幼儿辨认边界位置及边界宽度的均值和标准差
| 组别 | 边界位置 | 边界宽度 | ||||
|---|---|---|---|---|---|---|
| 前测 | 中测 | 后测 | 前测 | 中测 | 后测 | |
| 音乐组 | 4.84 (0.44) | 4.81 (0.49) | 4.79 (0.50) | 1.67 (0.29) | 1.51 (0.50) | 1.17 (0.47) |
| 控制组 | 4.81 (0.46) | 4.77 (0.36) | 4.75 (0.51) | 1.64 (0.41) | 1.59 (0.32) | 1.55 (0.36) |
图4两组幼儿辨认和区分结果
图4两组幼儿辨认和区分结果
图5两组幼儿边界宽度分布
图5两组幼儿边界宽度分布
图6两组幼儿区分正确率分布
图6两组幼儿区分正确率分布
图7两组幼儿范畴间刺激和范畴内刺激区分正确率
图7两组幼儿范畴间刺激和范畴内刺激区分正确率
图8训练12个月后音阶模唱成绩与声调范畴感知能力改变的相关性
图8训练12个月后音阶模唱成绩与声调范畴感知能力改变的相关性参考文献 53
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