Exploring Of Using Music Games To Stimulate Students’ Creative Thinking

The Education 2030 Framework for Action,published at the 38 th UNESCO General Conference,clearly states that the future of education will focus on the development of creative thinking,critical thinking and writing skills.As a result,countries around the world have prioritised the development of creativity in education and identified it as one of the core qualities or competencies that students should possess.In this new era,’stimulating creativity and innovation’ has become a particular focus of aesthetic education,as well as a challenge for it.Music games are undoubtedly one of the most important channels for developing students’ creative thinking.Studies have shown that the coordination and development of the left and right brain is facilitated through physical rhythms,vocal gestures,instrumental arrangements and inner listening,and that the development of higher-order thinking,such as creative and critical thinking,is stimulated in the face of non-constructive problem situations.Based on this,this study proposes creative teaching in music,which uses music games as a teaching tool and incorporates the concept of games and various forms of musical activities throughout the teaching of music,aiming at developing students’ creative potential,rather than the creative teaching of training composers.This research is mainly divided into four parts,the first part is theoretical research.Through sorting out and studying creative thinking,game theory and relevant theoretical content of music games,the nature and operation mechanism of creative thinking and the value of music games are discussed.The second part is on the basis of the previous theory combined with the previous teaching experience,summed up the application strategy of music games to stimulate students’ creative thinking.The third part is the main part of the thesis.Based on the teaching theories and methods of Orff instrument,Kandinsky’s music painting and music education drama,the practice with the theme of "playing","painting" and "acting" is designed.Through sorting out the classroom observation and after-class interview,it further summarizes the practice process,student performance and classroom reflection,and summarizes the problems encountered in these three classes.The fourth part is the reflection of teaching practice.According to the above three cases of the implementation of reflection,put forward the corresponding improvement countermeasures.In the study,it is found that when external stimulation is given to individuals through practical activities,a series of physical and psychological reactions will be generated and expressed in the linkage of the two,thus forming a complete creative thinking process.Therefore,the cultivation of creative thinking process should include psychological level,physical level and social interaction level.Secondly,comprehensive and holistic music games can better expand students’ imagination and thinking ability.Finally,the most important thing to cultivate students’ creative thinking in music education is to change the role of teachers and identify the idea.Only when teachers recognize the particularity of students’ creative thinking,guide students to explore music,respect each student’s personality,establish a friendly relationship with them,and create a creative atmosphere that makes students feel confident and "safe",can students’ creative potential be further stimulated.