Analysis And Application Of Motion And Staticity In Children’s Music Games

With the development of social economy,early childhood education has become an important part of well-rounded education in China,and kindergartens play a vital role in the growth of children.At present,many kindergartens in China take dynamic and static music games as their own teaching activities.However,due to the late start of research in this field and insufficient relevant experience in our country,a series of problems have been caused,for instance,lack of theoretical knowledge in this field and uneven professional level of teachers etc.Therefore,taking the movement of children as the staring point,the paper discusses the problem and puts forward the corresponding countermeasures and suggestions.How to grasp the complementary interaction between dynamic music games and static music games in the early childhood education system is the focus and highlight of kindergarten music education.For this question,three different views have emerged: one is that "dynamic music games" is the focus of music development,which make it easier for children to accept;the second is that"static music games" are the shortcomings of children’s music education.using" “Static music games” to explore children’s spiritual activities to achieve the purpose of education has become a new educational idea;the third is that“dynamic music games” and “static music games” cooperate with each other in time and place,complement each other and combine the two with the children’s life experience,which make the two games more appropriate for the age and cognitive abilities of children.The author thinks that the first two concepts are relatively simple,while the third one is fairer.However,based on the author’s offline investigation and understanding of local kindergartens,it can be concluded that the current situation of children’s music education is mainly "dynamic music games".Therefore,how to use "dynamic music games" reasonably and how to apply "static music games" become the focus and difficulty of research.In the "3-6 Years Old Children’s Learning and Development Guide",the view is clarified: "Children’s ability to feel and understand things is different from adults,and their ways of expressing their cognition and emotions are also different from adults.Children’s unique brushstrokes,movements and language often contains rich imagination and emotions.Adults should fully understand and respect children’s artistic performance.The adults should not use their own aesthetics to judge children,and they should not train children in the same way in pursuit of the ’perfection’ of results,so as to avoid to stifle the budding of their imagination and creation.” According to the guide,children have begun to have their own emotional expression.If you want to achieve the unity of music classroom skills teaching and emotional teaching,you must pay attention to the dynamic and static factors in children’s music games to achieve the unity of physiology and psychology.Therefore,the educational goal cannot be achieved by one form alone,and the two must complement each other in order to achieve another dimension of education.The author uses interview method,literature method,practice method,observation method and other research methods to discuss the following questions:(1)understand the current teaching mode of early childhood music education and summarize its advantages and disadvantages;(2)How to deal with the reasonable application of "dynamic music education" and "static music education" in the classroom;(3)How to let teachers and parents participate in the teaching of "dynamic music games" and "static music games".With these questions,the author uses the limited knowledge and research to choose this topic to make a certain theoretical support and new educational development ideas for children’s music teaching in Changsha and its radiated surrounding areas.