Teaching Task Analysis Research Of Kindergarten Activity Rhythm

The curriculum content overload problem is quite highlighted when it comes to curriculum selection. It weakens both children’s learning interest and teachers’ teaching enthusiasm. As is known, as an important link in teaching design, task analysis offers basis for learners to plan proper learning tasks via target decomposition and difficulty coefficient analysis. Task analysis, both theoretically and practically, has been widely adopted in institutional education field and successfully lifts barriers for teachers in terms of curriculum content setting, and thus increases teaching effectiveness. Thereupon, this dissertation introduces task analysis to kindergarten teaching and takes rhythm teaching as its carrier to seek for a practical and easy-to-operate solution to improve music-teaching outcome.This dissertation is composed of both theoretical and practical researches of task analysis on rhythmic activities. Firstly, theoretically speaking, this dissertation establishes a task analysis model that applied for kindergarten’s rhythmic teaching under the guidelines of "Respect the law of learners’physical and mental development" and "learning systematically". To be more specific, the model is scaffolding-designed, taking key experience analysis, teaching content analysis, and children’s learning condition analysis as three scaffolds; among which, key experience is "rhythm and music based moves" orientated while teaching content analysis is according to its difficulty coefficient. This dissertation also generates two analytics tools, namely, umbrella coordinate diagram and difficulty coefficient calculation formula. The diagram is to analyze the nature of teaching content while the formula the difficulty coefficient. Children’s learning condition analysis includes analyses on cognitive development features, start level and learning motive.This research adopts both action research and experimental research to test the matchability between the framework and practice of task analysis. The action research takes teachers as the main subject while the experimental research the children. The action research finds out that the effectiveness of functional value of task analysis has much to do with teachers’understanding and practice. When teachers’understanding of task analysis mainly stays on narrative level, the function of the task analysis is hardly to be recognized; while teachers’ understanding is rather programmable, the function is then quite obvious. An experiment shows that children’s rhythmic accuracy and emotional participation rate are greatly improved when the task analysis model is adopted in rhythmic teaching. From the perspective of self-efficacy, researcher here believes that task analysis can both improve the children’s self-efficacy and teachers’teaching efficacy in collective teaching environment.