Research On Game Teaching In Kindergarten Music

Play is a state of children’s survival, and also the most efficient and the main way of learning. The Ministry of Education has published the Work Order of Kindergarten, the Education Guidelines of Kindergarten; both of them are requiring taking play as main and basic activity in kindergarten. In2012, the Ministry of Education published the Guide for3-6Years Old Children’s Learning and Development, which declares that "to understand young children’s learning style and features. Young children’s learning is based on direct experience, and conducted in play and daily life. Cherish the unique value of play and life." So it has become an inevitable and necessary trend to achieve playful teaching in collective teaching activities in kindergarten. Although the practice is full of doubts and difficulties, the playfulness of music activity ensures the realization of playful teaching fluently.The kindergarten music activities are divided into five categories according to the tradition. After years of exploration and research, Professor Xu Zhuoya considered that more reasonable to divide music activities into three categories--group rhythm games, singing and percussion activity. This study selects group rhythm games and singing to do research.The study is reviewed on the significance of play to young children and playful teaching the relevant literatures and based on the situated cognition theory, observing theory, motivation theory and arousal-seeking theory. In the early stage of the study, the author has been involved in music teaching and researching activities of kindergarten, and has long observed a large number of playful teaching music activities, including Clone class, high-class imitation and originality. In the middle stage, the author has sorted and summarized the accumulated research notes and records of the polishing of playful teaching in music activities. In the late stage, in the light of typicality, the study has selected a case of group rhythm games, and compared the differences of its four versions, which came into being from the initial stage to the polished late time which has realized the playful teaching. And also has analyzed the cause and basis of modification of each version. The study has selected a case of singing to analyze and show the details of instructional design and the teacher in playful teaching. Inspired by the theories, through this study the author found that to realize playful teaching in music activities, the gameplay level has to be improved from the details of three aspects:the contents, the forms and methods. And also to ensure children’s gameplay experience (interest experience, autonomy experience, competence experience, sense of humor and pleasant drive force). At the same time, the author found that the playful teaching in group rhythm games and singing has a lot in common in design, which could be summarized into four aspects:1st, respect the situationality of early learning, and create situation in teaching activities to assist the cognitive development of young children, to ensure children’s interest experience;2nd, respect the imitationality and cognitive concreteness of early learning, and make the most of observation learning, to ensure children’s competence experience;3rd, use skilled instructional design and presentation of materials, to inspire and maintain the motivation of early learning, to achieve active learning of young children, to ensure children’s autonomy experience;4th, respect the operational mode of early learning, to achieve "teach by doing, learn by doing, make progress by doing" in music education of kindergarten, to ensure children’s pleasant drive force and thrill of play. By summarizing, the author considers that to realize playful teaching in music activity in kindergarten, we should follow these five principles, namely the principle of gameplay, principle of fluency, principle of refining, principle of sufficient and principle of suitability.