Research And Experimentation In Kindergarten Immersion Instruction Of Musical Appreciation

The first "genius system of education", or "ability education" was set up by Mr. Suzuki in Japan in the 1950's. By the mid 60's, 20 million children were using this education system. Because this system can help children to progress in musical ability, it was very important to children's education. The Immersion instruction of musical appreciation is one of the "ability educations"; it is the best modal of musical appreciation for the increase of musical ability.The Immersion instruction of musical appreciation in kindergarten is that children depend on immersion musical environment (this is like mother language imprisoning into the brain.). The Immersion instruction of musical appreciation is different from traditional instruction of musical appreciation. The latter is based on giving instructions, the former instruction is based on a musical environment where the teacher answers children's questions about musical background and during the whole day the children listen to music, especially times when children are active: before sleeping, before dinner and so on. The study of this theory is a relationship between implicit learning and explicit learning. The Immersion instruction of musical appreciation is more effective for children's musical skills. The latter only gives musical lessens to children The Immersion instruction of musical appreciation's superiority is: 1.children can study music in a relaxed way; 2.music along with a story can teach children about society; 3.music gives children happiness; 4.children with musical skill are models for other children; 5.the cultivation of music appreciation will positively effect progress in other fields.This thesis is a periodical achievement based on an experimental research on The Immersion instruction of musical appreciation in response to the implicit learning principles. We randomly selected 96 kindergarten children from Northwest Normal University (NWNU) ranging in age from 4 and a half to 6 and a half as subjects. Then after 3 months' Immersion instruction of musical appreciation teaching, we compared this group with a control group of 3 7 children of musical skill and 49 common childrenin NWNU of the same age range who were taught by the traditional appreciation-teaching model for Chinese children.By using quantitative (F-test, correlation analysis and questionnaire) and qualitative (interview) research methods, we observed the teaching of Immersion musical appreciation and it's results concerning children, teachers and parents. The followings are the results we obtained:In respect to children: The Immersion teaching method: l.to made imagine and abandon. 2.deepened their impression of music 3. Match active life with music. 4.helped children of musical skill have better ability.In respect to teachers: The Immersion teaching method: l.give self-confidence and freedom to teach children. 2.give teachers the realization that knowledge of music is very important to children. 3. Once learned, excited the peaches into wanting to spread this instruction to children. 4. Encouraged the teachers to work hard and pay close attention to this field. 5.affected the relationship between teacher and child become more and more harmonious. 6. Made a good impression or teachers of musical skill who think this instruction has a positive effect. 7 Gave teachers a foundation to appreciate music.In respect to parents: they have believed it to be an accomplishment and give it more enthusiasm and concerns.According to the experiment progress and results, we give some suggestions on Immersion Instruction of musical appreciation in kindergarten: 1. Carry out the quality education and pay full attention to individual differences; 2. Arouse children's interests in learning music appreciation and stimulate children' motivation to learn; 3.Implement ability of musical pre- and in-service training of the teachers; 4.Encourage the parents' participation.