The Research On Teachers’ Autonomy-support Behaviors In Kindergarten Music Teaching Activities

Music teaching activity is an important part of kindergarten activities,and the teacher as the organizer of music teaching activity plays a key role.Studies have shown that the more self-supporting behaviors teachers show in teaching activities,the stronger children’s thirst for knowledge and desire for exploration will be.In addition,the self-supporting behaviors of teachers can also increase children’s learning time and promote children to achieve better results.Independent support behavior more concentrated in the kindergarten in the study of the game and the single teaching activities of the arts,not to the general music teaching activities for analysis,but in the actual kindergarten teaching,the characteristics of different types of music teaching activities has different,teachers also have different performance in group activities,so need to be further comparison and analysis.In this study,36 music teaching activities of 6 teachers in D kindergarten were selected as the objects of interview and observation.Based on previous studies and children’s physical and mental development characteristics,a total of 11 autonomic support behaviors and 9 autonomic control behaviors were observed.Found that kindergarten music teaching activity type skilled teachers showed independent support behavior than novice teachers,teachers in small classes of independent support behavior more than GSM and big class,the teacher in the process of performance and creation ability of independent support behavior more than feelings and appreciation ability training process,different types of music teaching activity of autonomic support with different behavior The characteristic.The main influencing factors of teachers’ self-supporting behavior in kindergarten music teaching activities are teachers’ attitude towards children’s self-supporting;Teachers’ teaching experience,educational background and music knowledge level;Parents’ demands on children’s musical level and teachers’ perception of external pressure;Characteristics of music teaching activities;Individual differences in children’s musical level.Finally,it puts forward to set up the correct educational concept and give play to children’s autonomy in music teaching.Strengthening pre-service music education and improving in-service teachers’ musical level and reflective ability;Find effective ways to regulate your emotions;Try to use the method of "predictive learning";Some suggestions on how to teach children at different musical levels according to their aptitude.