Implementation of children's music education courses

Ignore children's emotional experience and attitude tendencies during activities. On the contrary, we must pay full attention to children's artistic creation process, because like works, this It is also an important way for young children to express their knowledge and emotions.

1. General characteristics and requirements of preschool children’s music education courses

Preschool children’s music education should pay attention to performance skills or the results of artistic activities. On the basis of such a basic understanding, the implementation of preschool children's music education curriculum must also fully consider two factors on the premise of following the general organizational principles of preschool education curriculum. On the one hand, it must adapt to children's musical ability and music learning. age characteristics and individual differences. Modern music education believes that musical ability is a basic ability that every child is born with. This ability is potential and needs to be explored. It also has rich diversity and very obvious individual differences. It is a basic right of children's development to tap each child's potential musical ability and enable each child to develop at its original level. It is also a basic task of preschool children's music education. On the other hand, music education for preschool children must follow the laws of music and art beauty, give full play to the appeal of music and art beauty, use beautiful musical images to mobilize children's learning enthusiasm, so that children can be in a relaxed and happy mood in an atmosphere of music and art beauty. Actively learn, so that children's positive psychological processes can be strengthened and stimulated.

Preschool children’s music education courses must achieve certain educational goals, complete certain educational tasks, teach children singing, rhythmic activities, music appreciation and other aspects, and in this process of learning to sing and dance , develop children's intelligence and talents, cultivate children's various abilities to engage in musical practice activities, so that children's cognition, emotion and sociality can be fully developed, and children's physical and mental pleasure can be cultivated.

2. Routine music activities in kindergarten

Routine music activities are the most traditional and common organizational formation among preschool children’s music education activities. They fully reflect the characteristics of music art. , an organizational form indispensable for the most effective use of the aesthetic education function of music activities. Regular music activities generally consist of three links.

(1) Beginning part

Music activities must have an atmosphere of musical and artistic beauty from the beginning, fully reflecting the characteristics of lively and energetic art subjects. Therefore, usually use Music accompanies the children into the activity room, and according to the emotional needs of the content of this music activity, either march music is used to accompany the children to walk energetically, or rhythm music and dance music are used to make rhythm and dance steps to enter the activity room happily and lively. After the children sit down, You can do rhythm exercises, vocal exercises or listening exercises, which not only provide basic training in rhythm, vocalization and listening, but also mobilize children's enthusiasm for learning and focus their attention.

Rhythm exercises that are often done in the beginning can use various game forms and contents such as "rhythm imitation", "rhythm response", "name rhythm" and so on. In addition, there is another "Name Solitaire" game that is also very interesting. Its gameplay is based on mastering the rhythm of people's names: children sit in a circle or semicircle, and the first child says his or her name rhythmically. , "My name is so-and-so", and the second child then says his or her name in a different rhythm, and this continues until the end. It requires young children to have a tight rhythm when speaking. To this end, children can add or subtract one character to their names as needed, for example: "Wang Xiaohong" can be called "Xiaohong", "Wang Hong" can also be called "Xiao Wanghong", etc. Note that all children should have the same rhythm, otherwise it will be difficult to catch up. This game can also be changed to allow children to say other people's names. For example, the first child says the name of the last child, the second child says the name of the second to last child... and so on.

The purpose of practice practice is not to practice skills for the sake of practicing skills and to pursue difficult and adult things, but to be based on the characteristics of children's own singing and vocalization and the needs of children's artistic expression of songs. Proceed from shallow to deep, step by step. Vocal exercises should be organically combined with the singing part of this music education activity to eliminate technical obstacles to the emotional expression of the songs as much as possible. At the same time, children's own emotions can be cultivated and sublimated in expressive and emotional singing. The purpose of listening exercises is to cultivate children's more detailed and accurate music hearing discrimination ability. If the kindergarten does not have keyboard instruments due to constraints, you can also consider tuning forks and fixed-pitch rhythm instruments such as glockenspiel and celesta to practice listening to single tones, but you must pay attention to ensuring the intonation quality of the instruments.

The form and method of the beginning of a regular music activity should also consider the response to the content of this music activity. If the content of the music activity is about a certain animal, then you can enter the activity room by imitating the animal's movements; if the music activity is to teach a three-beat dance, then you can enter the activity room by performing a three-beat dance.

Also note that the music and activity content at the beginning should be changed frequently so that children can always maintain a sense of freshness. Otherwise, if children take it for granted and do not listen to music or perform movements attentively, they will form mechanized automatic movements, which will lose the meaning of beauty for music activities.

(2) Basic part

This is the part that completes the educational requirements for music activities. This part can usually arrange 2-3 music activities, such as singing, appreciation, dancing, or appreciation, singing, rhythm music, etc. In short, the content arrangement should be rich and diverse. It is necessary to prevent the content from being single and singing to the end, which will make the children feel monotonous, but also not to have too much content and turn the music activities into a hodgepodge or a big platter. The weight is too heavy and exceeds the acceptance ability of the children. A music activity should also consider the combination of new and old teaching materials, and pay attention to the appropriate difficulty. The content and emotional types of teaching materials are both varied and unified. For example, soft and lyrical teaching materials can be paired with lively and cheerful teaching materials. The arrangement of activity forms should pay attention to the coordination of movement and stillness, so that teaching activities can be focused, lively and keep children's initiative in learning.

(3) Ending part

The activity should end in an exciting and orderly atmosphere as much as possible, so that the children can't stop and arouse the desire to take music lessons again. The ending part can generally use the last item of the basic part to pass through the end naturally and leave the activity room, or you can specifically choose rhythm or dance movements to end. There is no fixed model for the design, organization and arrangement of preschool children's music education courses. Instead, it is undergoing development, change and innovation anytime and anywhere, and its form is flexible and changeable.

To sum up, kindergarten curriculum is a means to achieve the purpose of education. It is the sum of various educational activities that help children gain beneficial learning experiences and promote the comprehensive and harmonious development of their body and mind. Kindergarten music education curriculum is an indispensable and important part of the preschool education curriculum system. It is a specific means to achieve the purpose of aesthetic education and implement the goals of music education. It is a way to help children gain beneficial music learning experience and be able to effectively transfer to other fields. It is the sum of various forms and content of music education activities that cultivate children's healthy, optimistic and positive psychological quality through the stimulation, cultivation and sublimation of emotions, and promote the harmonious development of their body and mind.

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