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新西蘭作業代寫 音樂的作用

2020-10-07 00:43

溫伯格的研究得出結論,音樂對大腦來說就像健美操。它不僅加強了學生的音樂技能,還加強了實際腦細胞之間的突觸。隨著神經元之間的連接增強,大腦自身的能力也增強了。這表明音樂對大腦的發育和成長至關重要。許多大腦系統依賴于突觸的強度,如感覺和知覺系統、認知系統、精細運動和大肌肉運動系統、動機系統和學習記憶。蘇薩說,在大腦生長發育的這些年里,神經連接的建立速度非常快。孩子們在玩耍時所做的許多事情——簽名、畫畫、跳舞——都是自然的藝術形式。這些活動涉及到所有的感官,并以一種使大腦在記憶和理解信息時更有效的方式連接大腦。(2011)根據Gardner(1993),音樂智能是最原始的智能表面。通過將音樂融入日常教學,教師能夠滿足不同背景的學生的需求。許多文章談到音樂是“普遍的”,所有來自各行各業的孩子都可以輕松而感性地參與其中。Humpal和Wolf認為音樂是快樂的,可以預測的,也是非評判的,非競爭性的(2003)。因此,音樂是教室里為數不多的能讓所有學生平等競爭的方面之一。根據Jones的研究,音樂對學生的影響,情緒和表現提高了,任務表現提高了,焦慮水平降低了,行為事件減少了(2010)。溫伯格講述了赫爾維茨和他的同事(1975)在一個特定的研究項目中研究音樂和訓練是否能提高一年級學生的閱讀能力。在7個月的時間里,試驗組每天學習40分鐘,學習如何聽民歌以及區分旋律和節奏元素。對照組,年齡、智商和社會經濟地位相似,沒有得到特殊待遇。在接受音樂聽力訓練后,實驗組的閱讀成績明顯高于對照組,前者的閱讀成績為88百分位,后者為72百分位。分數上的差異并不是由于加強的閱讀指導,因為是同一位老師教了兩組學生。
新西蘭作業代寫 音樂的作用
Weinberger’s study came to the conclusion that music is like calisthenics for the brain.  It not only strengthens a student’s musical skills, but it also fortifies the synapses between the actual brain cells. As these connections between the neurons increase in strength, so does the capacity of the brain itself.  (1998)  This shows that music is critical to brain development and growth.   Many brain systems depend on synaptic strength, such as, the sensory and perceptual systems, the cognitive system, fine and gross motor, the motivational system, and learning memory.  Sousa says that during the years when the brain is growing and developing, neural connections are being made at a rapid rate.  Much of what young children do as they play—signing, drawing, dancing—are natural forms of art.  These activities involve all the senses and wire the brain in a way that makes it more effective when retaining and understanding information.  (2011)  According to Gardner (1993) the musical intelligence is the most primitive intelligence to surface. By incorporating music into daily instruction, teachers are able to meet the needs of students with diverse backgrounds.  Many of the articles spoke of music being “universal” and that all children, from all walks of life could easily and affectively participate.  Humpal & Wolf state that music is joyful and predictable, as well as nonjudgmental and noncompetitive (2003).  Therefore, music is one of the very few classroom aspects that puts all students on an equal playing field.According to Jones, who studied the effects of music on students, moods and performance improved, on-task performance increased, anxiety levels were lowered, and behavioral incidents decreased (2010).    Weinberger tells about a specific research project in which Hurwitz and colleagues (1975) studied whether music and training enriched reading performance in 1st graders.  For 40 minutes a daily for seven months, the experimental group learned how to listen to folk songs and to distinguish melodic and rhythmic elements.  The control group, similar in age, IQ, and socioeconomic status, received no special treatment.  After receiving instruction in music listening, the experimental group displayed considerably higher reading scores than did the control group, the former scoring in the 88th percentile and the latter scoring in the 72nd percentile.  The differences in scores did not result from enhanced reading instruction because the same teacher taught both groups.   
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