Music appreciation is the basis of kindergarten music teaching. It is an important music education practice activity for children to perceive, understand music and experience music emotions. In order to improve teachers' ability to control music appreciation activities, let's take the large class music appreciation activity "Aquarium" when Teacher Lin Hong participated in the city's kindergarten teacher teaching competition and won first place as an example to talk about how to effectively carry out kindergarten music appreciation activities:

1. Choosing appropriate music works for appreciation? Choosing appropriate music works is a basic condition for effective music teaching and a prerequisite for promoting children's in-depth feelings, active expression and active creation. Teachers should pay attention to two aspects when selecting musical works. 1. In line with the age characteristics and cognitive level of children. Children's thinking is concrete and figurative. Teachers should focus on music works with simple structures, neat and moderate lengths. Moreover, the content and images expressed in the music are familiar and understood by children, which can allow children to enjoy the music in the process. It is easy to find the image represented in the music. For example, the music of the music appreciation activity "Aquarium" selected the famous French song "Aquarium" by Saint-Sa?ns. The whole piece of music is beautiful and pleasant, with the form of A, A, B and end. In the crystal-clear water-like tone of the piano, the main instrument, it seems like many sea creatures are swimming and playing; the interlude is a set of gradually descending scales, like fish blowing bubbles and playing, as if letting us watch See the small fish swimming happily around the water plants and playing happily. Therefore, we choose this piece of music to carry out appreciation activities. It is full of life flavor, very interesting and game-like, and is very suitable as music appreciation material for kindergartens. 2. Suitable for children’s music experience. Art comes from life, and music activities carried out in line with children's life experience are conducive to allowing children to use their experience to use their imagination to appreciate music works. Before music appreciation activities, teachers should consciously help children enrich corresponding life experiences and awaken existing relevant life experiences to prepare for music appreciation activities. For example, in the music appreciation "Aquarium" activity, the teacher discusses the life habits and movement characteristics of small fishes with children in advance, and encourages children to imitate them with movements to express the different life plots of small fishes. The teacher organized the children to go to the "aquarium" to observe the water plants swaying with the waves and the small fish swimming in the water, allowing the children to watch the aquarium video and experience the interesting underwater world. During the activity, due to the foreshadowing of the previous experience, the children's learning focus is very prominent, focusing on the listening and understanding of music. When the children quietly listen to the sometimes soothing and sometimes happy melody, The teacher promptly guides the children to recall the scene of the small fish swimming happily beside the water plants... In this way, it is easier for the children to understand and accept it, and avoids the lack of attention allocation of the children due to too many learning difficulties.

2. Teaching methods should be optimized in the teaching process to ensure that children can always participate in an active and proactive manner during music appreciation. Teachers can use a variety of teaching methods to fully mobilize children's various senses. Enrich and deepen children's feelings and understanding of music.

1. Listen to the rhythm and melody of music and effectively feel the beauty of music.

For music works with neat structures and simple structures, teachers can allow children to perceive the rhythm and melody of the music as a whole during teaching activities, so that children can form a preliminary and complete impression of the music, and then combine it with other methods to analyze it. Gradually and deeply help children appreciate the beauty expressed in music. In the "Aquarium" teaching, the teacher allows the children to fully appreciate the music and express their understanding and feelings of the music in language; when they appreciate it the second time, they use appropriate lines to express their feelings about the music. This in-depth overall appreciation continues to deepen the perception of the melody beauty of "Aquarium".

2. Read the charts to understand the music melody and express emotions effectively.

In the face of abstract and fleeting music art, teachers can use images to express abstract music rhythms and melodies visually in the teaching process.

[HTK] For example, in the teaching activity "Aquarium" for large class music appreciation, in the gentle melody, the teacher uses a line to represent a phrase in the music, and several identical phrases are combined to form a phrase. The waves are drawn slower and larger to represent various aquatic plants; the waves are drawn faster and denser to represent the state of the fish in play; the circles are used to represent the musical phrases of the fish blowing bubbles. Through this kind of concrete and visual map, children can gradually discover the origin, inheritance and transition of music, hear its subtle changes, and the music image will gradually become fuller and more vivid. This is a map designed by teachers based on music structure, content, emotions, their own understanding of music, and children's music experience. In this way, young children can more easily understand and perceive the emotions expressed by music.

3. Play music games to effectively express your understanding of melody. In music appreciation teaching activities, teachers can use vivid and vivid music games to let children perceive music. Its forms include: one is a music performance game, which allows children to follow the music with their bare hands, and has a certain situational nature; the other is a music operation game, which allows children to follow the music by operating props. For example, after the children initially understand the music of "Aquarium", we intervene with interesting games to make the children feel as if they are under the sea. Children wear headgear and play the roles of "little fish" and "water plant". The rules of the game are: when the water plant moves, the small fish does not move, and when the small fish moves, the water plant does not move. When the music starts slowly, ask the children to listen to the music and find their own musical images. The children quickly identified the beautiful sister who represents the aquatic plants, and the happy and lively brother the little fish. The children were very interested in making a scene of the small fish playing with the aquatic plants. The children followed the rhythm of the music and translated "the little fish is playing with the aquatic plants" and " The humorous and interesting scenes such as "little fish dancing with water plants" are vividly displayed. Children perform over and over again with great enthusiasm, feel the melody of music through body movements, and have a deeper understanding of musical works.

4. Make music a visible physical activity with the help of body movements. Music appreciation is an auditory activity, and the coordination of body movements is very important for children to experience the works. In teaching, we can try to use body language to arouse children's interest in learning and arouse children's attention and feelings about musical images. For example, in the "Aquarium" teaching activity, the music in section B is lively, rhythmic, but very fast. When teaching for the first time, the teacher allowed the children to learn small fish freely, and the children each learned their own thing: the children were panting after dancing, but they still couldn't keep up with the rhythm. After optimizing the activity, we put dots on the floor to allow the children to shuttle freely. Use the familiar trot to jump along the dots, and the movements are in time with the rhythm, which can also express the warm and cheerful effect of the B section music. At the same time, we guide children to use different actions to interact with aquatic plants, such as fertilizing aquatic plants, touching aquatic plants, nodding to aquatic plants, etc.

5. Timely language guidance to effectively express feelings and understanding of music. In music appreciation teaching, teachers’ appropriate use of language can make music more concrete and vivid, helping children perceive and understand musical works and express their feelings about music. For example, based on the melody characteristics of "Aquarium", the teacher tries to compile some descriptive and clear reminder stories to help children feel the rhythm of the music. In the A*B* section music, the teacher said this: Aquarium lives There are many aquatic plants and small fish. The aquatic plants are swaying gently in the water, and the small fish are swimming around beside the aquatic plants. The small fish and the aquatic plants became good friends in the water. They swam hand in hand in the water, and the good friends hugged each other. The whole story is simple and clear, and the prominent plot is consistent with the structural characteristics of the music. Inspired by the story, the children can quickly identify the changes and differences in the music. Then, through the children listening to the music collectively and performing, they can further feel the characteristics of the music, and provide children with Accumulate relevant experience for the next stage of autonomous performance.

The above two aspects are effective strategies for developing music appreciation in kindergarten. In teaching practice, we are still exploring.