Research On Teachers’ Teaching Behavior In High Class’s Instrumental Music Appreciation Activities——the Comparison Of The Example Class Activities Groups And The Isomorphic Class Activities Groups

Teachers’teaching behavior in teaching activities is an important factor of affecting the quality of teaching. Exploring teachers’ teaching behavior in instrumental music appreciation activities will fill in the blank in the research of preschool teachers’ teaching behavior of instrumental music appreciation in theory, and is also beneficial to improve the teaching quality of instrumental music appreciation activities in kindergarten in practice.This research’s object of observation is the teacher’s teaching behavior of instrumental music appreciation activities in the example class activities groups and the isomorphic class activities groups that are a total of12corresponding groups. The method of event sampling are adopted and " observation table of instrumental music appreciation activities in teacher’s teaching behavior" made by ourselves is used.According to observing the teachers presented behavior, dialogue and management behavior in two groups, we can get large amounts of data and text information for a comparative study on teacher’s teaching behavior in the two groups.Results show that the teachers presented behavior, dialogue and management behavior in two groups are same and there is a significant difference in some teaching details.The results that there is a significant difference activities in the teachers presented behavior, dialogue and management behavior in two groups are as follows.Teachers create a good listening environment for young children in the example class activities groups. In the isomorphic class activities groups, when the children are listening to music,teachers ask questions or manage children’problem behaviors that will interfere with young children to listen to music in a quiet environment.Teachers in the example class activities groups tell story with the music affectionately, but the isomorphism class activities are lack of that.Teachers in the example class activities groups are good at dealing with relationship between rhythm and emotion of the action with the rhythm and emotion of the music,but teachers in the isomorphic class activities groups appear slower rhythm and emotion of the action than the music of the rhythm and the emotion or make a mistake about the two relations.Teachers in the isomorphic class activities groups ask far more than invalid questions than teachers in the example class activities groups.The activity space size in the example class activities groups is suitable for children to show,while the activity space in the isomorphic class activities groups is relatively crowded and so on.Researcher puts forward concrete operational education are suggested, based on the analysis of two groups of activities of teachers behavior differences, as the rhythm of the music rhythm movement; action should be performed expressive and appeal.