First, the effectiveness and importance of kindergarten music activities.
1. The external performance characteristics of effectiveness in individual music activities refer to whether such activities are consistent with teaching objectives, whether the focus of teaching objectives is correct and scientific, and whether it reflects the cultivation of children's fun.
2. The so-called effectiveness is necessary in education. First of all, we should know the importance of music activities, from which children can develop their emotions and aesthetic feelings and promote the development of cognitive ability. Children have realized their artistic imagination, cultivated their interpersonal skills and developed their basic musical ability by participating in performances and hands-on experience. Because music education plays a very important role in the healthy growth of children. Then every music activity organized by the teacher will touch the children's hearts, arouse their emotional resonance, accumulate their musical skills, cultivate their artistic sentiments, and be conducive to the cultivation of other abilities. Therefore, we propose to effectively carry out music activities, so that children are willing to learn and freely exert their imagination and creativity.
Second, kindergarten music activities are seriously lagging behind.
Music education is an education that pleases children's body and mind. Its education is not as direct as language confession, but as spring rain, it penetrates into children's inner feelings and hearts and plays an educational role of edification and infection. But education can't keep up with new ideas, and the phenomenon of "teaching him to learn and teaching him to do" can be seen everywhere.
Phenomenon 1. In music teaching activities, teachers only care about whether children can sing, whether the rhythm of the band is neat, and whether the dance movements are consistent with those taught by the teacher. However, most of the results are that children are still interested in teaching for the first time, but their attention is distracted after the second time. The reason is that teachers have not really become activists, supporters and explorers of children's independent music activities, but only commanders, conductors and supervisors. Teachers pay less attention to how to help children gain a sense of success in activities, enhance self-confidence, stimulate interest and help form a good and correct self-concept. Teachers don't understand children and don't observe their needs. They just drag the child blindly, and the child is always in a passive position.
Phenomenon 2. Choosing music themes ignores children's physical and mental development and actual needs, and ignores careful screening. For example, a song called "Big China" makes children learn to sing without modification, and the children sing hysterically, and they don't know where to catch their breath, only to see that everyone is panting. Seeing this, I really sympathize with these children. Many teachers unilaterally believe that children's music should keep up with the pace of modern times. Therefore, when choosing children's music, we don't consider whether the selected music is suitable for children or whether the range of music is suitable for children. Even if we choose music content, we will not deal with what kind of teaching is the main one. If this song "Big China" is taught in the form of appreciation and percussion, it may not be necessary.
Phenomenon 3. Teaching goal setting can't reflect children's subjectivity. For a long time, China's children's music education mainly adopts the target teaching mode, and the target plays a guiding role in the selection, organization, implementation and evaluation of the curriculum, leading the whole teaching process. The content of music education is divided into singing, rhythmic dancing, music games, appreciation activities, percussion teaching and so on. It is easy to lead to the unclear logic of key teaching, so teachers naturally teach around personal skills training. Because of the simple and rigid teaching methods, it is difficult to embody the aesthetic function of music education, but in fact, what children feel in music activities and how to experience the beauty of music are often ignored. This inhibits children's aesthetic feelings. Children's emotions cannot be freely expressed, and aesthetic initiative and creativity are bound to be lost, ignoring children's learning process and not paying attention to the cultivation of children's innovative ability.
Phenomenon 4. In top-heavy music, many teachers attach importance to the introduction of situations in teaching, and the beginning part is very attractive, the preparation of teaching AIDS is novel and strange, the activities will suddenly be out of touch, and the utilization rate of props is low and irrelevant.
Third, how to reflect the effectiveness of music activities.
In music activities, whether the choice of teaching materials conforms to the age characteristics, the study focusing on the content of music activities should be arranged scientifically and reasonably, and the development of various music themes and other music types such as rhythm, singing, appreciation and games should be organically infiltrated with other disciplines, and various types can also be combined with each other. All principles are inseparable from helping children develop in an all-round way.
1. Choose teaching content suitable for children before the activity.
Nowadays, there are many kinds of music textbooks, which pose a difficult problem for teachers to choose, and the kindergarten textbooks used in various parks in this city are also extremely rich in music themes, which requires teachers to collect and find textbooks suitable for all ages in kindergartens, and use the Kindergarten Constructive Curriculum Guide, Kindergarten Curriculum Guide and provincial textbooks. When choosing music activities, teachers should first be familiar with it, analyze teaching plans and scientifically arrange learning priorities. You can refer to the series of children's music education activities-song and dance activities edited by the editor-in-chief, xu teacher's music activity books such as Music Appreciation, Percussion Performance Activities and Rhythm Activities, and the music of 3-6 years old in the wonderful music garden of the United States. There are many natures suitable for today's children who love to play and imagine, which is a feature. Free to show yourself, more harmonious integration into music, such as "The Sun Comes Out", can mobilize children's body movements, so that children can naturally gain interest in singing and experience the fun of performing, and this song can better become a preparation song for music activities, because the lyrics of the antecedent and the stability of the four fingers make children enter the role more naturally and happily. The wonderful paradise has a strong sense of music rhythm and life, which can be integrated into children's life experience, give play to children's creativity and select appropriate teaching content. You can also choose some music suitable for children from China music with national characteristics. Effectively organize and classify rhythmic activities, appreciation activities, percussion activities and singing activities, and make reasonable arrangements for all ages and semesters. The teaching content should be combined with the theme, but we should not stick to the theme teaching. If it is suitable for theme education, we should pay attention to whether it can bring interest and happiness to children.
2. The teaching goal should be to take children as the main body and pay attention to the cultivation of interest.
The formulation of goals should be applied in the process of activities. Teachers should give them full free space for activities, attach importance to children's initiative and enthusiasm, mobilize children's desire for expression, let them explore in self-writing, generate self-confidence, and gain the fun of performance and interest in learning.
3. In the teaching process, we should pay attention to:
(1) Intervene with lively language.
When the music content suitable for children is determined, how can teachers effectively carry out activities? It involves whether the teaching methods of teachers are vivid, reasonable and interesting.
In the teaching process, the teachers' lively language methods immediately attracted the children's attention, and then entered the scene of situational life, such as the song "Thumb" in small class. The teachers first introduced the members of fingers in a funny way, and the tone was humorous and interesting. Without any auxiliary props, they impress children with exaggerated language and know that their thumbs are hidden, which is so interesting. They caught the children's hearts and sang beautifully: Thumb, Thumb, where are you? Then the thumb slowly stretched out and sang: I am here, I am here, how are you? At this point in the activity, the teacher's teaching language is very infectious, and sometimes he can knock out some colorful pictures and lovely teaching AIDS. Therefore, teachers are more likely to use lively words in music activities, which will bring endless relaxation to your teaching and enthusiasm and initiative to children's music learning.
(2) Give children space and opportunities for imagination and creation.
In music activities, try to give every child the opportunity to exercise. Physical exercise is a child's instinct. If the music is very beautiful and moving, children will have the desire to move. If the teacher does not arrange the creation of limbs, it will obliterate the child's nature. Once I went to class, a new teacher attended "Liu Girl", which is a very nice triple-beat song. When children like this song, the teacher will show an atlas to help them understand and remember the lyrics. Although the new teacher blindly emphasized the beauty of this piece of music, what was presented to everyone during the whole activity was that the unique design of the whole atlas helped the children remember the lyrics, and the teacher asked the children to sing in the form of boys and girls, and freely choose to sing. Without any body language, children seem to lack interest in learning. Although the activity results show that children can sing this song, is this teaching beneficial to the cultivation of children's musical ability? As a result, I went to that class to investigate. After the activity, none of the children liked to sing "Willow Girl". After listening to this activity, I used the same content and the same pictures in class.