I. Types of Kindergarten Music Teaching Activities 201212February, the 8th National Kindergarten Music Education Observation Seminar was held in Chengdu, Sichuan, echoing the Guide to Learning and Development for Children Aged 3-6. The theme of this seminar is "I study, I grow, I am happy". In this seminar, Professor Xu Zhuoya of Nanjing Normal University put forward a new viewpoint according to the types of kindergarten music teaching activities, that is, it is more appropriate to divide kindergarten music teaching activities into singing, rhythm and playing music (traditionally divided into singing activities, rhythm activities, music appreciation activities, percussion activities and music games) under the background of advocating teaching gamification. I quite agree with this classification method. On the one hand, because music activity is an artistic activity, artistic activity can not be separated from the process of appreciation, perception, experience, expression and creation, which means that all music activities must include the experience of music appreciation, such as singing, rhythm and percussion activities, which can not be separated from music appreciation in the early stage. On the other hand, from the perspective of children's learning characteristics, children's learning should be gamification. Conversely, a good game is a learning activity, and all music teaching activities should be game activities. Therefore, dividing kindergarten music activities into three types: singing, rhythm and playing music is not to ignore or neglect music appreciation and music games, but to emphasize the perception of music and the gamification of music teaching. Second, about the goal of kindergarten music teaching activities When it comes to the goal of music teaching activities, many teachers find it difficult to grasp, mainly because it is difficult to grasp the "degree" of the learning goal of music knowledge and skills, and it is also difficult to deal with how to balance the comprehensiveness of the goal. In this regard, Teacher Xu Zhuoya made a detailed and vivid exposition on the issue of "setting the goal of music teaching activities to promote children's all-round development". Professor Xu believes that the first important principle of teaching goal setting is to make music activities truly become a medium to promote children's all-round and harmonious development. This view actually reminds us that the ultimate goal of teaching activities in any field is to promote the all-round and harmonious development of individuals (children). In order to achieve this goal, music teaching activities should strive to highlight children's development requirements in the following aspects: (1) acquire music knowledge and skills and develop learning quality; (2) acquire learning skills, strategies and develop learning quality; (3) Develop emotion, positive personality and social quality. Such a goal should be very comprehensive. As for how to express the goal of each piece of music, Professor Xu cited some examples, which is of great guiding significance for teachers to put forward and write the goal of music activities. First, the goal should be specific and clear, reflecting aesthetic requirements. For example, in the first target content of "acquiring music knowledge and skills and developing learning quality", teachers should first examine the music and dance skills contained in music works; Think and experience the aesthetic significance of these knowledge and skills in this work; It is also necessary to carefully consider how far these knowledge and skills can be operated in order to pose a real challenge to the children in this class. Take the middle-class song "Bear Crossing the Bridge" as an example. Faced with the rest in the song, many teachers will only put forward the goal of "singing the rest in the song well", which is too simple and general. A closer look at the different aesthetic meanings of the rest in the two songs shows that the rest in the first paragraph shows the bear's nervousness and fear, while the rest in the second paragraph shows his mother's firm tone of encouraging the bear not to be afraid. Therefore, we might as well change the first goal to "further understand and express the meaning of pause in the song, and try to express the different tones and emotions of bear's fear and mother's encouragement with weak pause and strong pause respectively." This goal is meticulous and operable, so that teachers can pay attention to the aesthetic performance of children when they sing in actual teaching, rather than just staying at the shallow level of letting children "learn to sing". Second, the goal should be to cultivate children's learning ability and learning quality. What impressed me deeply was a small class music activity "Counting Peas", whose second goal was to "identify and gradually master the rules and changes of the game by observing the gameplay". In this goal, learning ability is "observation and discovery", and it can "identify changes" and master the law. Behind "observation, discovery and discrimination", children are required to concentrate on activities, and concentration is a good learning quality. The guide to learning and development of children aged 3~6 years old puts forward "paying attention to children's learning quality". Children are full of curiosity and interest in learning activities, active, serious and focused in activities, not afraid of difficulties, dare to explore and try, and are willing to imagine and create. These are all good learning qualities. Third, on the application of game means in the teaching process The purpose of gamification in kindergarten music teaching is to make "boring teaching activities more interesting", and the key to gamification lies in "transformation", that is, in specific music teaching activities, some "game forms" are transformed into "game States" that can make children enjoy themselves and linger, and stimulate their curiosity, competitiveness and love of beauty in the game.