A Study On The Process Of Children's Knowledge Construction In Making Musical Instrument

Children’s knowledge is constructed through continuous hands-on experience and practice.In the one-day activities of the kindergarten,teachers often hear various answers from the children to the same question,and these answers also aroused the author’s thinking.Art activities are an important means of cultivating children’s hands-on ability,and self-made musical instruments are an important carrier that can reflect children’s personal experience and operation.The process of young children’s self-exploration to construct knowledge is of great significance to art learning.Then,in actual teaching,teachers obviously lack attention to children’s exploration of self-made musical instruments.Even if they do,they pay more attention to the results of applying their works to musical activities.How children build their knowledge in the process of self-made musical instruments is to a large extent.above is ignored.By observing the knowledge construction process of 6 large-class children in the process of making musical instruments,this study aims to explore the stages that children go through in knowledge construction,and how the materials provided by teachers and peer learning affect children’s knowledge construction.construct,and analyze the differences in the level of children in it.At the same time,it also provides some ideas and references for teachers to carry out children’s self-made musical instruments in the future,so that teachers can more effectively support and guide children.This study selects 6 children in the fifth class of Kindergarten A in Kunming as the research object.The teacher provides low-structure "musical artisan" corner materials,sets up the activity scene of homemade musical instruments in natural state,and then constructs "how to invent and make a musical instrument that can The task bracket of "the musical instrument that makes a good sound" can trigger children to think,use their brains,and do practical operations.The behavioral performance of 6children in the process of making musical instruments is recorded in real and detailed by observation method.Combined with the collected data,variables are defined and classified according to the physical characteristics of the materials,and the process of making musical instruments by children is analyzed.The variables and their correlations,the process trajectory and influencing factors of knowledge construction.The research conclusions are as follows:(1)In the process of making musical instruments,children pay attention to the five categories of variables and the relationship between materials,connection methods,decoration methods,number of rice grains,strings(thickness and length),and children construct knowledge.There are common necessary stages in the process of self-control,and there are certain similar paths.This is mainly reflected in the aspect of focusing on a single variable.However,with the deepening of the self-control process,children gradually show differences in the number and complexity of variables they focus on.,it can be concluded that there are differences in the knowledge construction level of children in the process of self-made musical instruments;(2)When children construct knowledge in the process of self-made musical instruments,they will go through the following stages: 1.Find materials,establish materials and instrument types The relationship between.2.Try to make connections between materials and realize the relationship between the shape and size of the material and the structure of the instrument.3.Linear thinking stage,focusing on a single variable and its relationship.4.In the flat thinking stage,the vertical relationship of the same variable is concerned.5.In the three-dimensional thinking stage,gradually realize the complex relationship between multiple variables and form a three-dimensional thinking network.In the process of transitioning from linear thinking to flat thinking,some children will discover their cognitive errors and establish new variable relationships to reorganize and adjust.(3)There are differences in the level of children in the process of knowledge construction.As teachers,we should correctly view these differences and provide targeted support strategies for children at different levels of development.(4)Among the influencing factors of knowledge construction for young children,the influence of materials and peers is relatively large.The variables that children pay attention to and the relationships established for the same material are also different.The combination of different materials will have different effects on children.the same impact.At the same time,in the process of communicating with peers,children will also reflect on their own inventions and productions,and adjust and update the knowledge that has been constructed.