The preschool education major in secondary vocational schools cultivates early childhood education talents that are currently in short supply in society. Music is very attractive to young children and can play a special educational role. For secondary vocational schools, it is very necessary to cultivate the musical interest of preschool education students so that they can improve their performance in their subsequent teaching careers.

1 The importance of learning music well for preschool education students

For the preschool education major that trains preschool teachers, it is very important to cultivate a high-quality preschool teacher team. Young children are naturally sensitive to music, and music can play a special educational function. In specific teaching, music can attract children's attention, promote their comprehensive development, and stimulate their potential. Only with certain musical qualities can students play the role of music teaching in future teaching.

2 Current status of music teaching in preschool education majors in secondary vocational schools

2.1 Emphasis on the professionalism of music subjects and lack of practicality

Most of the current music teaching in preschool education is based on Professional theoretical knowledge is the main focus, and music teaching is regarded as music learning alone. Excessive professionalism makes learning difficult, students' enthusiasm is low, and they cannot generate interest. And due to improper positioning, the knowledge learned lacks practicality. Professional theoretical music knowledge cannot be effectively used in teaching young children, and professional characteristics cannot be reflected.

2.2 There is a disconnect between theoretical knowledge and practical ability cultivation

The ultimate goal of music teaching for preschool education students is to enable them to be used flexibly and effectively in early childhood teaching. At present, students' music learning lacks autonomy and creativity, they cannot generate interest, and they cannot learn enough professional skills.

2.3 Professional teachers lack early childhood teaching experience

Due to lack of practical teaching experience, professional teachers have not been exposed to professional preschool education course training, and follow the teaching model of the music academy in their teaching. The college's teaching model will make pre-school education students who have just come into contact with music feel tired of learning. Faced with students' zero foundation, it is key to generate a strong interest in learning. Only by cultivating students' interest in music can they learn better and apply it to future early childhood teaching.

3 Strategies for cultivating music interest among secondary vocational preschool education students

Based on the importance of learning music for preschool education students and the current teaching situation, several strategies for cultivating music interest among secondary vocational preschool education students are proposed. Strategy.

3.1 Improve and enrich teaching content

Teaching for secondary vocational preschool education students must first be based on the "Kindergarten Education Guidance Outline" and the actual music teaching situation in kindergartens as a guide focus. Music has great charm, and teachers need to let students feel this charm in teaching. Teachers can break away from textbooks appropriately and bring students into the real music world to experience. For example, let students more independently participate in the practice and performance of musical instruments, and let students listen to more beautiful music. In addition, teachers can also organize some activities such as musical drama performances to attract students' participation, educate and entertain, so that students can feel happiness and the charm of music during participation, thereby generating sufficient interest in music learning.

3.2 Strengthen the connection with other subjects

Secondary vocational students generally do not have a musical foundation. Music is a dispensable thing in their lives. Therefore, when they first come into contact with music courses , it is also normal to be unable to generate interest. Teachers need to provide timely guidance. Teachers can connect various subjects to form a complete education system. The purpose of music learning for preschool education students is to serve future early childhood teaching. Therefore, it is necessary to integrate the knowledge of multiple other disciplines with the music discipline to enhance students' learning interest and enhance learning effects. For example, early childhood psychology, early childhood activity design, etc. can be integrated into music teaching. The teaching model for young children is flexible and changeable, and the combined teaching between subjects can also train students' flexible teaching abilities in the future.

3.3 Hobby characteristics of students

Most secondary vocational students are in the adolescent stage of 17 or 18 years old. Students of this age group generally like popular songs on the market rather than popular songs. The restricted knowledge content in textbooks makes me even less fond of traditional theoretical teaching. Therefore, teachers can use popular songs to attract students' attention and interest in specific teaching. For example, teachers can learn about popular songs in the popular music scene in advance and let students play them with musical instruments according to the music scores. The teacher can also give a demonstration, complete piano or guitar accompaniment, and let the students sing. Students can feel the reality and charm of music through this model, and thus become interested in music courses.

3.4 Use game teaching methods

Teaching models for young children are generally based on games. Therefore, teaching for preschool students also needs to be flexible and interesting. Of course, game teaching for secondary vocational students must be in line with their age characteristics. For example, when training students' sense of rhythm, the rhythm can be compiled into a score-style cooperative game. Students in each group can play beats, beat rhythm, and sing scores respectively, and use cooperation to Game teaching can not only increase students' interest, but also cultivate students' flexible teaching ability in the future.

4 Conclusion

The music learning of preschool education students in secondary vocational schools has an important impact on their future careers. However, today's preschool education students do not realize the importance of music learning and do not have enough interest and enthusiasm for music learning. This article proposes several strategies for cultivating music interest among preschool education students in secondary vocational schools, with a view to bringing help to music teaching in secondary vocational schools.

References

[1] Meng Jia. Thoughts and research on the current situation of music teaching in secondary vocational preschool education majors [D]. Dalian: Liaoning Normal University, 2010.

[2] Wang Yi. Talking about the influence of music on students majoring in preschool education in secondary vocational schools [J]. Heilongjiang Science and Technology Information, 2011(10): 197.

[3] Huaxia. Preschool Children Music Education and Activity Design[M]. Beijing: Peking University Press, 2010.