| Creative rhythmic activity is a commom form of teaching in kindergarten music activities.Firstly,it can encourage children to carry out creation and performance freely and independently with the music.Secondly,it can effectively promote the development of children’s imagination,creation and thinking ability.Thirdly,it is benefical for children to express and release emotion effectively.The companions also can learn interaction,communication,cooperation and self development of individual from each other.But in the present practice,the teaching of the creative rhythmic activity is faced with embarrassment.For example,some youthful teachers is lacking in professional competence,so they don’t want to implement creative rhythmic activities.When children have been creating out of actions in teaching,but they aren’t to use in the actual performance.Even when the activities appear various chaos phenomenon,children feel very aggrieved and confused.At the same time,the teachers are at a loss to know how to teach.In this research,we take the forgetting phenomenon of children in creative rhythmic activitise as the research content.It needs us to study the types of forgetting,the reasons for the forgetting phenomenon,and the different types of forgetting about children’s performance characteristics.According to the study,we will make comments and suggestions on the organization of creative rhythmic activities by teachers.In order to solve the problems for teachers,we will provide practical reference and help for their teaching work.After one year research,we divide forgetting phenomenon in the creative rhythmic activities into true forgetting and false forgetting.Active forgetting and passive forgetting are included in false forgetting.Among them,active forgetting is a kind of postive forgetting.Because the children can create new actions after learningothers’ movements,and the performance forms develop from single individual to diversification of cooperation.But true forgetting and passive forgetting are negative forgetting.One of the reasons is that actions are not consolidated.The other reason is the interference of these factors on the subject,object,place and so on.By analysing these kinds of forgetting types,we find both teachers and children factors,which include the choices of experience,intrest,instructional design,teachers’ guide,music and tools,contribute to the phenomenon.Besides,it can analyse the learning conditions of children in different kinds of forgetting types.In the course of this research,we not only provide rich cases and advices for teachers,but we also propose specific and clear requirements to the three aspects in teachers’ professional ideal,expertise and guiding strategy. |
