Research On Problems And Strategies In Music Appreciation Activities In Kindergarten Middle Class

Music appreciation is an important education activity in kindergartens and plays a positive role for developing children's abilities to appreciate and express.As preschoolers of middle-class grow older,their abilities of perception and comprehension have great improvements.They have already possessed preliminary music appreciation ability and their curiosity to music becomes stronger.Their desire to fully participate in musical activities makes it necessary to implement music appreciation activities for preschoolers of middle-class.As people better understand these activities,more and more people are concerned about how to improve their comprehensive abilities to perceive,understand,and creatively express music through these activities,in order to promote children's all-round development.This research distributed 230 questionnaires to five cities in Dalia,Shenyang,Panjin,Jinzhou and Liaoyang,This research selects three middle classes of Z Kindergarten in Dalian as study base,conducts observation on music appreciation activities in these classes for three months and collects large quantities of cases during observation.Starting from actual situation of activities and adopting methods of questionnaire and cases,this research explores current problems existing in music appreciation activities and puts for ward specific strategies of implementing activities.Through delicate and profound analysis of questionnaires and cases,this study shows that the following problems exist in music appreciation activities in the three middle classes of this kindergarten: 1.Go setting is not reasonable.2.Content selection is not scientific.3.Designs of activity processes neglect subjectivity of children.4.Role positioning of the teachers has deviations.Based on the above problems,this study presents the following strategies: 1.Formulate reasonable activity goals.2.Select suitable musical work for appreciation.3.Create and design corresponding contexts for these activities.4.Combine life with these activities.5.Coordinate the predetermination and generation for these activities.6.Give correct evaluations to children.