Action Research On Contextual Music Teaching Activities In Kindergartens

With the continuous advancement of the national teaching curriculum reform,contextualized teaching has received more and more attention,and has gradually become one of the core problems of China's teaching reform.Many teachers in various fields and fields have conducted in-depth exploration in teaching practice.Contextualized teaching has the characteristics of authenticity,affection and far-sightedness.The use of teaching activities in kindergartens can skillfully combine the cognitive activities and emotional activities of children,which meets the needs and laws of children's physical and mental development.At the same time,from the perspective of the development of children's psychology,children mainly learn through games and daily life through direct experience,so games,life,language and other types of situational teaching are suitable for children's learning methods and characteristics.Kindergarten music education is an important part of kindergarten art education.It focuses on cultivating children's taste and emotional experience of beauty,performance and creation of beauty.Situational teaching takes thinking as the core and emotion as the link.It meets the requirements of kindergarten music teaching activities and helps Cultivate children's beauty feeling and experience.The author realized in the kindergarten observation and practice that situational music teaching is of great value to the development of young children and has generated a strong research interest.The author finds that some teachers have incomplete grasp of contextualized teaching,so problems such as children's failure to keep up with the teaching rhythm and failure to achieve teaching activity goals have occurred in the specific application,resulting in the situation not playing its essential role.Therefore,based on the above important values and personal interests of the kindergarten contextualized music teaching,the author wants to continue to discuss in depth the practical application and optimization methods of the kindergarten contextualized music teaching,so as to help the kindergarten teachers effectively carry out the kindergarten contextualized music teaching activities.This research mainly takes the first kindergarten of L kindergarten in Songjiang District,Shanghai as the research object,and adopts the action research method.First of all,in the early stage,we will conduct questionnaire surveys,interviews and observe actual teaching activities to understand the current situation of kindergarten situational music teaching.Then we will diagnose and analyze the existing problems in the current situation,and then design actions in response to the existing problems.Program and conduct "three rounds of six stages" of action research,and analyze the research results,and finally draw the conclusion of the study,provide targeted teaching suggestions for preschool teachers.Based on the above research,the author draws the following conclusions: First,the full contextual music teaching can promote children's complete musical emotional experience;second,diversified contextual teaching can stimulate children's enthusiasm to participate in music activities;,Reasonable use of context can promote the common development of children's cognition and emotion.Based on the above conclusions,this article puts forward three suggestions for kindergarten contextual music teaching: first,combining context and music,throughout the teaching activities;second,mastering the creation strategies of contextualized teaching and using diverse scenarios;third,Fully consider all factors and flexibly use the situation for music teaching.