Content Analysis And Practical Reflection On The Design Of Kindergarten Music Collective Teaching Activities

Music education,as an important part of kindergarten art education,plays an important role in improving children's quality and promoting their all-round development.The design of collective music teaching activities in kindergartens is the link between educational theory and educational practice,The quality of collective music teaching activities in kindergartens is directly affected by the design of activities.Therefore,it is necessary to study and explore the design of collective music teaching activities in kindergartens.Firstly,the research uses content analysis method to analyze the design of collective music teaching activities in Preschool Education,Early Education,Early Childhood Education and Educational Guide from 1996 to 2017,and summarizes the characteristics and changes of the objectives,contents,organization and implementation of collective music teaching activities,as well as evaluation.secondly,it collects the design of collective music teaching activities from four kindergartens in Chengdu,all of which have their own research in the field of music,tries to know the current situation of the collective music teaching activities by means of interviewing,rethinks based on the overall characteristics and changing trends of the 22-year activity design the design of the collective music teaching activities in practice from the four dimensions of goal,content,organization and implementation,and evaluation,combining with,and puts forward some suggestions for reference.The research has the following findings:1.The overall characteristics and development trend of the design of music collective teaching activities in the past 22 years are as follows: the goal-setting gradually takes into account the three-dimensional goals of cognition,skill and emotion,highlights the principal position of children,and can scientifically formulate the activity objectives referring to the relevant documents of preschool education in combination with the characteristics of children of different ages;regarding the content selection,four kinds of music activities are gradually valued and integrated;as for the organization and implementation of the activities,appropriate introduction methods and teaching methods have been chosen according to the theme of the activities and different age classes,children have more opportunities to explore and learn actively,and teachers gradually become guiders and supporters;in the evaluation of activities,standards have become more diversified.2.Practical reflection on the design of music collective teaching activities: Firstly,the goal is customarily one-sided,teacher still acts as the main subject and language expression is too general and simple,too strong subjectivity although the bases for setting goals are various,the above problems show that teachers ignore the guiding role of program documents and objectives in the design of activities,and fail to put the idea of children as the main body into practice.Secondly,percussion performance and music appreciation activities are insufficient,the selection of different age classes is not balanced,the supplementary materials provided by teachers are lacking,and the sources of music selection are widespread.The problems of content selection in practice reflect the lack of music literacy of teachers,the lack of percussion instruments equipped in kindergartens,and the neglect of the role of supplementary materials by teachers.Thirdly,the activities are introduced in various ways,the more frequently used is model law,and the phenomenon of teachers' high control still exists.The above problems reflect that teachers' role orientation is vague and their understanding of children's musical perception ability development is one sided.Fourthly,the dimension of teachers' self-evaluation is not comprehensive enough,and there are differences in the content of different subjects' evaluation,which shows that teachers lack the perspective of overall evaluation of music activities,and activity evaluation does not scientifically link theory with practice.3.Suggestions: The design of collective music teaching activities in kindergartens requires teachers to master the characteristics and rules of the development of children's music and the characteristics of music education in kindergartens;to transform concepts into behaviors in practice and make full use of the resources available in kindergartens;to create good learning situations,change the role of teachers,and skillfully integrate games with music;as well as to understand the content of music education evaluation for preschool children and increase the evaluation of process.