| Representation is the form in which all things in the world exist,and representational thinking is an important way of understanding the world.The concept of representation belongs to psychology and is also an important part of music psychology.It contributes positively to many aspects of the student’s life,such as movement,thinking and senses,so it is also very important for the piano teaching activities based on these foundations.In addition,research at this stage shows that children at the elementary school level need the support of concrete things in their thinking activities,and their representational thinking is the dominant thinking.Therefore,when teaching piano,appropriate teaching methods should be used to guide elementary school children to learn new knowledge according to this characteristic of their thinking,and thus improve the learning effect.In the learning of piano works,the understanding and grasping of musical image is very important.The musical image is the soul of a musical work.Without grasping the musical image,students cannot understand the music correctly,nor can they perform the musical emotion and connotation.Musical image is an expression,which brings a great challenge to the thinking of children in elementary school.Therefore,in the music appreciation part of piano teaching,we can use the perceptual means of representation for thinking activities,and then to build the abstract music image.In this paper,literature analysis,observation and practical investigation are used to theorize and investigate how representational thinking affects the establishment of musical images in elementary school children.The main research components are as follows.Firstly,im the introduction,the background and significance of the study,the current status of the study,the research method,and the framework of the study are presented.In the second chapter,the theoretical basis of the influence of representational thinking on the establishment of musical images is explained.It defines the concepts of representational thinking and musical image;sorts out the three processes of establishing musical image,including perceiving music,establishing musical image,and expressing musical image;and analyzes the relevance of the three dimensions of representational thinking to the process of establishing musical image.Chapter 3 focuses on the pathways through which representational thinking influences music image building in elementary school children,and explores how representational thinking helps music image building.Starting from the three dimensions of perceptual representational thinking,memory representational thinking,and imaginative representational thinking,a cascading approach is used to help children build up musical images in their minds.The fourth chapter is an example analysis.The piano piece"Hide and Seek" is taken as a teaching example,and the theoretical inquiry in Chapter 3 is brought into the concrete case for analysis,mainly in six aspects of "Hide and Seek":context construction,theme condensation,theoretical analysis,detail selection,result expansion,reflection and evaluation.Guided by the relevant theories in pedagogy and cognitive psychology,this paper explores how representational thinking affects music image building in elementary school children in teaching from the perspective of students’ cognition.The different dimensions of representational thinking are applied to the process of music image building,and this is analyzed and summarized with teaching examples.The use of representational thinking in piano teaching not only allows elementary school children to comprehend the musical images of piano works and experience the emotions and connotations of the works,but also promotes the development of students’ perception,memory,and imagination.The study is useful for enriching the theory of piano music appreciation teaching for elementary school children,and provides some reference for future piano music appreciation teaching practice. |
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