A Qualitative Study Of The Music Education Change For Children Aged 3-6 Years

Music contains a rheological,colorful,and endless world with history and culture.As the spiritual source with lifelong benefit,music is loved by children naturally.With the deepening of understanding of music education,childhood music education has gained more and more attention.Music education is expected to broaden the horizons of children.However,faced with diversified values,people have varied orientation standard based on this certain behavior,making music education activities in fact become a process where people pursue their own favorable values.With the rapid development of science and technology,music education has been “materialized”: It regards science as the yardstick,overlooks the special characteristics of children,puts too much emphasis on the value of music education so as to let children acquire more dominant music “knowledge”,master better music “skills”.The focus of education leans to skill-biased teaching and training.Spiritual exchanges between lively figures turn into the shaping and training of people;music education becomes a utilitarian means to gain benefit due to the lack of nurturing value of life for children.When music education pursues “art for art’s sake”,it is easy to fall into the morass of aesthetics,indulge in exploring formalism,thus disrupting people’s feeling towards music,making music education values either involved in emotions,or cruise between “form and content”.Therefore,different values of music education may impact on the function and purpose of music education reflected in the process of teaching and learning.It can create various mazes,repetition and swinging in the practice of children’s music education,resulting in an awkward situation.Thus,the crisis of children’s music education is ultimately the crisis of music education values.The reflection,criticism and reconstruction of the alienated music education values for children in modern time is not only the path of “seeking root” for children’s music education,but also the only way to return to the nature of children’s music education.Researchers should adopt critical views,starts with children’s music education values,be based the on the growth,the “present happy life” and more beautiful “potential life” of children,pursues return of nature of music education in order to build the research framework with questions and ideas for children’s music education in the larger sense.As one of China’s economic and cultural centers,Shanghai is not only an epitome of the social changes in modern China,but also an intersection mixed with ancient and modern,east and west,refined and popular culture.The diversity,integration and conflicts of culture will inevitably affect the value orientation of children’s music education,and further influence education,thus causing different conflicts,contradictions,confusion and anxiety.Therefore,in order to have an intensive research into children’s music education,understand children’s music education values of teachers and parents,as well as the mechanism driving different education value orientations,researchers take Shanghai as the background,have field trip in real education circumstances,and analyzes from people’s words,actions and intentions.Since the children age from 3-6 years,for practical reasons,researchers choose kindergartens as field schools.Through observation of the daily practice of music education there,interviewing with teachers,children,and parents,as well as text analysis,they reveal the status quo of children’s music education at the background of music education reform,examine adults’ education concept and behavior for children’s music education,analyze problems faced with children’s music education,as well as the mechanism driving different children’s music education value orientations,and on the basis of criticism,deeply reflect on and analyze the causes of contradictions,confusion and conflicts in teachers’ educational concept,focus of the educational content,and the use of teaching methods for children’s music education.In this way,they can propose a realization mechanism which is reasonably positioned at children’s music education values--that is to build harmonious and happy children’s music education,make music education truly release children’s vitality,focus on children’s soul,and enhance children’s value of life.The results show that growth is the inner pursuit of values in children’s life;life is a basic way for the existence and creation of human beings.For children,music education is neither meaningless and monotonous music knowledge without aesthetic emotional experience,nor a boring training process,nor a seemingly busy activity with short-term happiness and superficial aesthetic expressions.Rather,it follows the poetic part in the lives of children,starts with the value of “children”,concerns the interests and of life experiences of children,in the process of seeking for value and meaning of life,constructs children’s potential life,and fulfills much richer,more wonderful,profound,and elegant life.Therefore,the fundamental value of children’s music education lies in the growth of children,the realization of the value of life.It is both the eternal pursuit of music education and the nature to which children’s music education practices must return.In order to defuse the challenges and the alienated crisis facing children’s music education,educators need to face up to the world of children’s lives and children,create a music education environment where the inherent potential of children can be naturally expressed and developed.In this way,the main body of music education(teacher and children),educational philosophy,educational content,teaching methods and other elements can coexist in a unified community so as to form a mechanism with harmonious coexistence,build a theoretical framework and implementation strategy for music education which is in line with the nature and culture of children with harmony and happiness.After all,children’s music education should pay close attention to the growth of children,attend to the intelligence of children,stimulate potential ability of children,improve children’s personality activities,thus children’s music education can truly return to its nature.