Problems and Countermeasures in Kindergarten Music Education Activities
Paper Keywords: Activity Kindergarten
Paper Abstract: Passed, right This paper conducts an in-depth analysis of the problems existing in the music education activities in kindergartens in Beilin District, Suihua City, such as the formalization of education and teaching and the simplification of curriculum structure. It is believed that the educational methods and content of music education activities are single, the professional level of teachers is low, and the educational conditions are poor, which hinders the music activities in kindergartens. The deep-seated reasons for the development are put forward, and countermeasures such as changing education and teaching methods and improving teachers' professional quality are proposed, so that the development of kindergarten music education activities can be more beneficial to children's physical and mental development and promote the development of preschool education in Beilin District, Suihua City.
1. Development status
Suihua City is located in the south-central part of Heilongjiang Province, in the Hulan River Basin of the Songnen Plain, with a total area of ??34,964.2 square kilometers. The city's total population is 5.759 million. In 2010, Suihua City had 451 kindergartens, 15 public kindergartens, and 426 private kindergartens and collective kindergartens. At present, music education has become one of the main educational contents of kindergartens, and music education is also one of children's favorite forms of activities. However, the music activity classes carried out in Beilin District, Suihua City are not perfect.
First, investigate the extent to which kindergartens attach importance to music activities. 83% of all kindergartens surveyed offer music activity classes. Among these kindergartens, 20% are public kindergartens and the remaining 80% are private kindergartens. In public kindergartens, there is an average of one music activity class per week. Only one of the private kindergartens has classes once a week, and the rest are opened in the form of festivals or activities. For example, during the National Day, children will be organized to carry out some activities, and each class will put on a program and have a group party. ***To celebrate the festival, different music activities will be held on different festivals every semester, but they are rarely held in the form of separate classes. It can be seen that kindergartens do not attach high importance to music education activities.
Second, investigate the teaching content. Among all kindergartens, 71% have monotonous teaching content, most of which focus on singing, and children have little exposure to the rhythm of percussion instruments. Another kindergarten can recognize the importance of training and combine it with games to promote children's development.
Third, a survey of music activity teaching methods shows that 80% of kindergartens will teach in the form of traditional classes, and 20% of kindergartens will teach through stories and games. The survey shows that teachers’ teaching methods are traditional and old, with a single form. During the investigation, the following problems were discovered:
2. Existing problems
(1) Poor teaching conditions and single method
The poor conditions of kindergartens are This is an important constraint that prevents the improvement of teaching standards. Teachers' wages are low, which seriously affects their enthusiasm for work. Kindergarten conditions are poor and the activity space is small, which limits the scope of children's activities and reduces their interest in music activities. The lack of musical instruments has led to the rigidity and sluggishness of music activity classes. Knowledge is passed through video materials, and the joy and beauty enjoyment that music activity classes bring to children are lost.
The teaching methods used by teachers in music activities are old and single. Judging from the survey results, most teachers choose the traditional class teaching mode. When teaching singing, the teacher sings a line and the children sing a line back. Dance is also taught by the teacher one by one, and memory is enhanced through repeated practice. There is no space for children to imagine and create, and this method of indoctrination will inevitably make children bored. At the same time, in the teaching process, teachers use musical instruments less frequently, and it is difficult for children to intuitively feel the high and low, fast and slow, and silver changes of music. [1]
(2) The level of teachers’ professional quality is low
The teaching staff of kindergartens in Beilin District is relatively weak, and most teachers are not strong enough in terms of professional skills, professional knowledge and quality. First, kindergarten teachers account for a large proportion of veteran teachers, most of whom are junior and high school graduates. Only some of them have received formal kindergarten teacher training and have little understanding of early childhood music teaching methods. A small number of new teachers are There are graduates of kindergarten teachers, but most of them are graduates of vocational kindergarten teachers. Their basic professional quality is poor, coupled with the lack of practical experience and the lack of higher-quality teachers, resulting in slow improvement in teaching standards. Second, the more important thing about children's music education activities is that children can experience the beauty and enjoyment brought by music during the activities, rather than being as simple as singing a few songs and dancing a few dances. During the investigation, it was found that Beilin District Kindergarten focuses on how much children have mastered music theory knowledge during the teaching process. Teachers and parents also unanimously reported that the learning of this knowledge is an immediate and visible improvement, while the edification of musical emotions takes a long time to be seen. Usually, parents pay less attention to such achievements. Third, preschool teachers’ salaries are low, the teacher-to-child ratio is low, and teachers’ tasks are heavy, resulting in an unstable teaching team.
(3) Focus on imparting knowledge and neglecting the cultivation of children's abilities
The "Kindergarten Outline (Trial)" points out that children should be guided to express their emotions and experiences boldly. Perform performance activities in the way you like[2].
Therefore, teachers should focus on the cultivation of children's emotional aspects in education, provide more opportunities for children, and provide necessary skills help. In practice, it has been found that many teachers overemphasize the teaching of knowledge and ignore the beauty brought by art itself. They believe that the teaching of knowledge can be seen and the effect is obvious. The survey also found that some parents also think so, as long as children learn knowledge That's fine. For those invisible and intangible artistic influences, they think it is not worth learning. They will naturally improve with age and knowledge. Private kindergartens are for profit, so most of them are run according to the wishes of parents, leading to a vicious circle in the end. Parents do not know much about early childhood education. Teachers should introduce more to parents instead of blindly teaching according to parents' ideas. It means that the meaning of kindergarten education has been lost, and the essential meaning of music activity education has been lost. At the same time, it hinders the development of young children to a certain extent. The cultivation of knowledge and aesthetics are equally important. The two are indispensable and complement each other, and jointly promote the development of young children. The investigation also found that some kindergartens separate games and teaching during the teaching process and do not combine them organically, resulting in negative effects such as ineffective teaching and poor acceptance by children.
3. Countermeasures and opinions
(1) Improve teachers’ musical quality and enhance professional skills
First, kindergartens should graduate with majors when recruiting teachers Focus on students and improve the professional quality of the teaching team. At the same time, it provides on-the-job training, learning and other opportunities for school teachers. Through the study of theoretical knowledge, teachers can increase their understanding of professional knowledge and improve their professional quality. Help teachers realize the true content and purpose of education, effectively grasp classroom teaching, and improve teaching quality.
Second, kindergartens can organize teachers to observe excellent open classes. It can be from our own kindergarten or other kindergartens. Through direct observation, we can learn relevant professional knowledge and reform and innovate our own curriculum. At the same time, kindergartens should encourage teachers to boldly imagine and bring forth new ideas.
(2) Change teaching methods and improve teaching quality
First, change the old teaching model step by step. When teachers conduct music activity classes, they should focus on children, use game methods that children like, and give full play to children's subjective initiative. Moreover, in the process of teaching, attention should be paid to increasing the difficulty step by step, and on the basis of allowing children to feel music, understand music, and appreciate music, cultivate their interest and impart knowledge. In this way, children can not only learn knowledge, but also gain spiritual enjoyment. [3] For example, when offering music classes in small classes, they should focus on music appreciation. They should make movements through the speed of the music and initially feel the rhythm of the music. In middle classes, they can be taught simple rhythms. Mom, they can take two shots. Clap your hands, you are great. Clap your hands three times. When you reach the upper class, you can ask the children to play the rhythm of the songs they have learned and hand over some simple rhythm patterns. Such step-by-step teaching can give children a deep understanding of rhythm.
Second, improve teachers’ teaching skills. Teachers must fully understand the content of the teaching materials, analyze them in depth, and teach them in the most effective and shortcut way. Teachers should not use the same method in the teaching process. Every class will be the same. Such children will lose their curiosity and become tired of learning. It is necessary to add more innovative elements to make the classroom lively and active. Be careful not to use too few or too many activities in an activity class. It's best to set it at two to three.
Third, the selection of teaching materials. In the process of selecting teaching materials, you should pay attention to choosing books with vivid and specific pictures and information, which can fully arouse children's interest. The content in the book should be simple and easy to understand, making it easier for children to understand and remember. When choosing songs, pay attention to a clear sense of rhythm. , melodic music. In addition, when creating creations for young children, pay attention to simple movements. At the same time, children can be allowed to change and create lyrics by themselves during class, as well as use percussion and other musical instruments to promote the development of children's creativity.
(3) Increase support.
Kindergartens should introduce more relevant knowledge to parents so that parents can fully understand the importance of early childhood music education and related knowledge. It is parents who can fully cooperate with kindergartens in education, strengthen home cooperation, and build more channels and methods. This is to ensure the healthy and comprehensive development of young children.
References:
[1] Gao Xingxing. Problems and solutions to the development of music activities in kindergartens, 2010, 4.
[2] "Interpretation of Kindergarten Education Guidance Outline (Trial)", Jiangsu Education Press, April 2002.
[3] Li Xiaohong. A brief discussion on the application of effective strategies in kindergarten music activity education [J].
Contemporary Preschool Education 2007 (2).
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