A Comparative Research Of Preschool Music Education Between China And The Philippines

In recent years, music education of preschool which is a common topic at the research-field of preschool is extended gradually at the comparative research field of preschool. The comparative research of the music education in the kindergarten about Chinese and foreign, mostly focused on developed countries, such as China and the United States, Japan, China and Germany, but the development of music education kindergarten in kindergarten is also relatively good in the Philippines which of ASEAN countries. This research is based on the shock of music education culture of the Philippines and the thinking on preschool music education of our country.In this research, the author explored and researched the preschool music education of China and the Philippine by means of comparative research, the text analysis, literature research and observation, aiming to find the differences of preschool music education between China and the Philippines. At first, this study introduced and combed the conditions of the Philippines’culture and education, and then, recorded, translated and straightened the text and the cases in the process of the research, and compared and analyzed them with the text of Chinese preschool music education. Comparative dimension is divided into three aspects:the comparison of kindergarten education’s policy, the comparison of kindergarten music education’s target and the comparison of kindergarten music education’s content.There are some similarities at the partition of development field between China and the Philippines’kindergarten on the policy, but it is very difference at the cognition about childhood music education between the countries. The goal of childhood music education In China is enrich the emotion of children and cultivate their aesthetic, but it’s different from the Philippines’ which is develop children’s creativity and aesthetic. This shows that Chinese kindergarten music education pays attention to the aesthetic function, and the Philippines kindergarten music education pays attention to the cultivation of consciousness to aesthetic and the creativity. On the target of education, there are some similarities at the kindergarten music education’s goal between China and the Philippines, such as:(1) the preschool music education between the two countries require children to love the natural beauty firstly and learn to appreciate the beauty in nature; (2) the preschool music education between the two countries require children to contact with different art forms; (3) the preschool music education between the two countries require children to perform music creatively. In the Philippines, on the content of education, the music education is everywhere and it is a kind of "osmosis" education with a complete set of music education system, but its education materials is relatively closed, and its national culture is to be Renaissance, In China kindergarten education is open, and its national music is valued, but tie music education limited to music activity itself, and lack a mature system in whole kindergarten music education.The author made a variance analysis between results after comparing and combined with the differences of political and economic background of Philippine, and obtained some reasons of its difference between the two countries:(1) in the Philippines, the guidance of school education is vocational skills, paying attention to children’s hands-on ability. Because of beginning ability and professional skill is the key of the Philippines education, the cultivation of creative thought is an indispensable part of in the education, it also became a part of kindergarten music education; (2) the Philippines is the state of holiday, with intense atmosphere of music. The Philippines is one of the largest festival countries in the world, with a very thick atmosphere of music, and the program of national music education offered a deep foundation of music for students. Under the atmosphere, children are exposed and their ability of music developed very well from childhood. (3) The system of music education in the Philippines kindergarten is mature, but its’education is westernization seriously. The Philippines has a complete and mature system of education, so, at the kindergarten music education, the government is taking the principle of "the national unified standards in the unified policy, issued by the ministry of education, teachers adjust measures to local conditions to choose education materials" after reforming and exploration. But, due to historical reasons, the problem of westernization on the process of music educations still serious, children have little opportunity to contact the national music.The author produced two thinks about the development of our kindergarten music education, based on the above analysis:(1) the development of "osmosis" In music education, inspiring the creative thought of children. Music education is esthetical and creative education. It should playing the "permeability characteristics" of the music education fully, not be limited in music activities. (2)Establish a complete system of kindergarten music education. It should have certain scientific basis when select material at music activities, and this will be based on establish of a complete system In kindergarten music education.(3)Deepening the development of national music culture in kindergarten music education, Kindergarten need to vigorously promote the development of national music culture in kindergarten music education from the policy and resources.(4) Attach importance to the development of children chorus education, the level and awareness of choral music education in kindergarten should be improved.