A Study On The Characteristics Of Teacher Guidance Behavior In Children's Music Education Activities

Music is a cup of wine,gladdening the heart and refreshing the mind;music is a wisp of light,illuminating the heart.The preschool music education is the beginning of the mission of inheritance,and the teacher is the inheritor of this great mission.Each instruction of the teacher is a shaping of the music concept to the young child.Therefore,in preschool music education activities,teacher's guidance behavior has unique significance for children's music development.This study selected one class in Second Teachers' Kindergartens in Shahekou District of Dalian,and six teachers in three classes were selected as the main subjects.The 18 music activities in three classes were observed and analyzed.Literature,observation,interview and case law were used in this study.First,we observed and recorded teachers' guidance behavior in children's music education activities,made an analysis of the form,through the type of teacher guidance,teacher guidance behavior of different activities and contents,and the guidance behavior of novice teachers and skilled teachers to found that teachers' language guidance,action guidance,and combination of language and action are the guiding principles and teachers' problems in guiding children's music education activities.Secondly,the influencing factors of teachers' guidance behavior are summarized from the aspects of teachers,infants and the environment.Thirdly,suggestions are put forward to improve teachers' guidance behavior from two aspects of improving teachers' professional quality and increasing external environment support.Finally,we rethink the samples,contents and methods of this study.The purpose of this study is to provide references and suggestions for teachers to better guide children's music education activities,so as to improve teachers' teaching quality and promote the development of music education activities in kindergartens.