Among them, the percussion activity is just the teacher introducing various percussion instruments, and the teacher becomes the explainer. The teacher first asks, "Listen to what sound this sounds like." Then he takes out the instrument and talks about its characteristics and usage. The child sat with empty hands until the end, when he was given a small musical instrument and played a few fixed rhythms with the teacher. In addition, we have observed that music appreciation is used at the beginning and end of music activities. In fact, it only plays a role in assisting singing and dancing activities, and is not appreciation in the true sense. Some teachers reported that singing and dancing activities are easy to organize, easy to produce results, and have a lot of information, so there are more singing and dancing activities. However, the difficulty of other activities is difficult to grasp and difficult to organize. Children are easily excited and cannot take back the information. There are few, and teachers try not to be organized. Kindergarten leaders also feel the same way. Currently, there are no specific guidance and regulations on the content of kindergarten music education activities. Teachers can make their own arrangements. It is inevitable that a teacher will teach whatever he is good at and do whatever is labor-saving and effective. The latest "Kindergarten Guidance Outline" does not specifically stipulate what content should account for what proportion, but it clearly states that "provide opportunities for free expression, encourage children to boldly express their emotions, understanding and imagination using different art forms, and respect each child ideas and creations, affirm and accept their unique aesthetic feelings and expressions, and share the joy of their creation." What is emphasized here is a variety of art forms, and what is emphasized here is the cultivation of children's sensibility, expression and creativity, then Music activities should not just be step-by-step song and dance performances, but use a variety of different forms of music activities to provide children with more opportunities for free expression. 4. Thoughts and Suggestions (1) Kindergarten music education should give full play to the comprehensive effect of artistic activities. Music teaching for young children should not be limited to a single form of singing or dancing. Instead, it combines singing, movement, games, performances, improvisation and other forms to give children the opportunity to gain a comprehensive, rich and comprehensive aesthetic experience in their creations. Facing the challenges of the 21st century, preschool education will shift from focusing on intellectual education and teaching skills in the past to promoting the all-round development of children's personality, especially children's social and emotional development; the social characteristics derived from the knowledge economy will have a profound impact on children's physiology, mentality, and development. Emotional, spiritual, and imaginative levels all have varying degrees of requirements; a single subject education is difficult to adapt to the needs of rapid social changes. Talents in the new century need to have a broader vision, overall flexibility, and creative thinking ability to face the The ability to adapt to complex and changeable things, the communication ability to find connections between things, and other high-level cognitive skills and creative spirit, all of which cannot be undertaken by any single field, comprehensive early childhood music education activities Transformation is an inevitable trend in the development of the times. For example, the famous music educator Kodály requires children to combine musical games and movements when singing, and pays attention to the development of children's social abilities (such as developing their cooperative spirit through chorus, etc.). Kodály's comprehensive approach Teaching provides theoretical and practical reference for preschool children’s art curriculum decision-making. From the survey, we also found that the younger the children, the more they like comprehensive music activities. When they feel really happy, they will sing, dance and dance. Therefore, knowledge, interest, situationality and activity should be organically combined to make music education activities lively, so as to better promote the all-round development of young children. (2) The age appropriateness of educational materials should be fully considered. Due to the uniqueness of children's physical and mental development, the content of art education cannot respond to social needs as eagerly and as high-level as school education. It is more about cultivating children's quality foundation. The focus of constructing children's sound aesthetic structure is to promote children's comprehensive, active and harmonious development. For this reason, the selection of music education materials in kindergartens must pay attention to the suitability of children, so that the curriculum content is in line with the physical and mental development level of preschool children, is within children's ability, is close to children's lives, and is classic works with high aesthetic value.The true mastery of knowledge and concepts can only be achieved when children have the ability to identify and creatively apply them in different situations and environments. This requires many "successful" repeated exercises to gradually master the skill. However, the development of skills is only a means to help achieve educational goals. The fundamental educational goal is to make children understand, understand and love music as much as possible, thereby promoting the formation of healthy personalities in children.