Kindergarten music education is an important part of implementing quality education in China. It is an educational activity that educators consciously and purposefully cultivate children's emotions, create musical beauty and promote their all-round development in body, intelligence, morality and beauty according to the needs of children's growth and social development. In the 1980s, with the continuous improvement of China's socio-economic situation and the deepening of reform and opening up, people paid great attention to music education because of the social demand for education development. At the same time, with the introduction of foreign excellent music education theory and practice system through cultural exchange, the domestic music education circle has set off a wave of reforming the current situation of general music education. Since 1990s, the quality of kindergarten music education has been improving day by day, and gratifying achievements have been made. However, it must be noted that there are still many shortcomings in the quality management of kindergarten music education. Due to the lack of good quality evaluation and monitoring, the quality of kindergarten music education has not been fully guaranteed, and some even show confusion and mechanization. This paper intends to talk about how to strengthen the quality management of kindergarten music education from the following aspects. First, to attach importance to the goal planning of kindergarten music education and implement the established goals is to systematically organize and formulate various plans to make them interrelated and mutually restrictive, thus forming a complete planning system; Through the planning system, the goals decomposed at all levels are distributed layer by layer, and finally the goals are realized. Then, planning is the key, which is not only a measure and guarantee to implement the goal, but also can guide the formulation of plans at all levels. The long period of kindergarten music education is the concrete embodiment of the national education policy and purpose in the field of kindergarten music education. It transforms the task of "all-round development of body, intelligence, morality and beauty" into the concrete goal of children's long-term and short-term development in various special fields of music learning (singing, playing and dancing). Thus, the overall goal of education is gradually implemented and a good quality foundation is laid for promoting the harmonious development of children's body and mind. The improvement of the quality level of kindergarten music education is not a short-term effect and cannot be achieved overnight. Therefore, in every specific work link, we should strive to achieve high-level goal planning through the realization of low-level goal planning according to educational goals. Vertically, the planning of kindergarten music education goals can be divided into: 1. The overall goal planning of music education: that is, the overall task requirements of kindergarten music education. 2. Age stage goal planning: generally refers to the one-year stage development goal. 3. Unit target planning: refers to the time unit or the leading activity unit. 4. Activity goal planning: refers to a series of activities or independent activities. The goal planning of kindergarten music education can be divided into: 1. According to the different fields of psychological activities, it refers to grasping from three aspects: cognition, emotion, attitude and operational skills. 2. According to the different contents of music activities, it can be divided into four aspects: singing, rhythmic activities, musical instrument performance and appreciation. 3. According to the different interactive objects of children's activities, it can be divided into human-oriented goals and object-oriented goals. Second, strengthen the quality management of kindergarten teachers. As a first-class educational institution and organization, a team of high-quality teachers can continuously improve the quality of music education, thus achieving the goal of kindergarten music education. First, guide teachers to understand the social value of their work. Teachers' work bears great social responsibilities and is a "future leader", whose personal future is intertwined with social development prospects; Pay attention to teachers' morality-work with a high sense of responsibility in ordinary education and teaching posts, attach importance to inspiring children's patriotic enthusiasm with national folk music education, and establish national spirit; Strengthen the management function-stimulate teachers' autonomy and initiative as the main body of work, create conditions for teachers' professional development as much as possible, so that teachers can actively play their potential and realize their self-worth according to the needs of kindergarten music education. Second, carry out the training and assessment of teachers' professional ability. Today, with the rapid development of science and technology, higher requirements are put forward for education. In order to meet the demand of modern society for education, kindergarten managers should organize teachers to further study educational theories such as pedagogy, psychology and educational psychology, and attach importance to and encourage teachers to explore new teaching methods of music education. In order to continue to improve teachers' basic skills of playing, singing and dancing and comprehensive cultural quality, and cultivate all-round talents, professionals are invited to carry out various trainings and lectures; Participate in continuing study in adult colleges and universities; Organize to go out and observe the music teaching activities of brother units, learn new information and learn from each other's strengths; Strengthen business assessment and establish a sense of competition. You can also hold small concerts and art evenings attended by kindergarten teachers and children, and carry out the evaluation activities of high-quality classes in music classroom teaching, so as to give teachers a world to display their talents, and at the same time provide opportunities for teachers and students to exchange and cooperate, and harmonize the relationship between teachers and students, thus further effectively improving the quality of music education in kindergartens. Thirdly, the reform of teaching methods in kindergarten music education should be lively, which is determined by the particularity of children's physical and mental development. Music education in kindergarten is more vivid and emotional than music education in primary and secondary schools, and it is more concentrated in "naturalness". The so-called nature mainly means that the content and means of music education are closer to children's psychological age characteristics, so that they can enter the music hall naturally, easily and happily. To make music education achieve this ideal goal, we might as well follow the path pioneered by predecessors and explore how to create a set of new methods with more innovative significance and value on the basis of inheriting the traditional excellent teaching methods. The most natural way of children's activities is lively games. Music game is a free, flexible and colorful game with songs and music as accompaniment according to the content, nature, rhythm and structure of music. It has certain rules and action requirements, so that children often experience the feeling of "playing" and voluntarily participate in activities. Taking "music games" as a teaching method should be effectively combined with the goal planning of kindergarten music education to make it more purposeful, planned, scientific and systematic. In recent years, with the continuous development and deepening of children's music education science in China, improving the playfulness of children's music education activities has increasingly become a topic that kindergarten music educators study and consciously use. If we can continue to explore the contents, forms and methods of music education, it will have a positive role and great significance for improving the quality of music education in kindergartens. Modern children's music education theory holds that comprehensive music education activities are another important condition to help children enter the music world. The famous comprehensive music teaching in America embodies the comprehensiveness of music education in form, process and purpose. When we learn from their excellent teaching methods, we can learn and innovate according to the actual situation in our country. If we combine our folk songs, dances and music into a trinity, we can use song performances and other forms to make children sing and dance happily; Or in the form of division of labor, each group of children performs singing, playing ball, dancing and so on. At the same time, creation, performance and appreciation are integrated to cultivate children's initiative and love for music, and with the encouragement of teachers, they creatively perform, appreciate and educate themselves. You can also use the contents of art, language, common sense and other courses to strengthen the intuition and interest of music teaching. The method of kindergarten music education can skillfully integrate the playfulness and comprehensiveness in children's music activities, and complement each other. Four. Evaluation of the quality of music education The management process of kindergarten music education is a process of information transmission and feedback. Through educational evaluation, the feedback channel of music education system can be established, so that the education management process can realize self-adjustment and virtuous circle. The evaluation of kindergarten music education helps educators to check the implementation of teaching or teaching objectives, and also provides a strong basis for the reform of music education, which is conducive to reasonable adjustment and reform, so that music education can keep up with the pace of development. The evaluation of kindergarten music education quality can be carried out from two aspects of children's development. One is the evaluation of children's musical ability development. Generally, data can be collected through observation, measurement, questionnaire, job analysis and interview, and then analyzed and evaluated indirectly according to the data. The second is the evaluation of children's basic quality development. The basic qualities of children's intelligence, emotion, personality and sociality in music activities are another important content of kindergarten music education quality evaluation. These aspects of evaluation are mainly judged by managers (teachers) directly according to the educational goal planning. The management of kindergarten music education quality cannot be achieved overnight, and we need to explore its laws and methods with a high sense of responsibility and enthusiasm. Because of the abstract nature of music itself, it challenges the management of education quality. In order to better carry out quality education activities and bring up a healthy generation of new people, let us attach importance to and do a good job in the quality management of kindergarten music education.