First of all, the questions raised
In China's splendid and rich cultural and artistic heritage, folk music occupies a large proportion. Folk music is of great significance to children's physical, aesthetic, intellectual and personality development. The purpose of this study is to analyze teachers' views on folk music education through questionnaire survey, describe the values and teaching views behind educational activities, and provide useful ideas for kindergartens to carry out folk music education deeply and effectively.
Second, research objects and tools
In this study, the self-made questionnaire "Investigation on Preschool Teachers' Concept of National Music Education" was used to investigate from three dimensions: attitude motivation, application status and teaching methods, and each dimension contained nine questions. After the completion of the questionnaire, the reliability of the initial test is 0.73, and the reliability of the questionnaire is high. The formal survey randomly selected 100 preschool teachers from Shanghai, Huangshan, Wuhu and Hefei as research samples. A total of 100 questionnaires were distributed, and 92 questionnaires were recovered, with a recovery rate of 92%. Eight invalid questionnaires were excluded and the data were analyzed by SPSS 17.0.
Third, the results and analysis
(A) Attitude and motivation analysis
1. Attitude analysis
The survey shows that nearly 96.74% of preschool teachers like folk music, nearly 95.65% of the participants have a general understanding of local folk music, and only 3.26% know it very well. Nearly 63.04% participants think it is necessary or more necessary to carry out folk music education in kindergartens. Most teachers believe that carrying out ethnic music education can enhance children's sense of identity with local culture and cultivate their initial national consciousness; Most teachers think it is conducive to promoting national culture and home cooperation. This shows that teachers have a high understanding of the national cultural value of national music and a national consciousness of inheriting and carrying forward national culture. At the same time, they also expect to establish a good external security system to ensure that teachers carry out effective national music education.
2. Motivation analysis
More than 60.3% of the respondents' motivation to carry out folk music education comes from some external factors, such as the requirements of kindergarten departments, the advocacy of experts, and the awareness of cultural protection. Only less than 39.7 1% of the respondents carry out such educational activities because of their own interest in folk music and their children's interest in folk music. Among them, only 20.02% people participate in folk music education because of their children's interests. This shows that preschool teachers still lack internal motivation for folk music. The lower the professional title, the higher the external motivation of preschool teachers to develop national music education. Nearly 35.29% of the first-level preschool teachers carry out ethnic music education because of the requirements of the kindergarten department, and only 1 1.76% are interested in it; Children's second-level teachers' folk music is still mainly advocated by experts, but the overall proportion of external factors has declined; Teachers with young age and high professional titles, their own interest and love for folk music has become the leading motivation to carry out folk music education activities, reaching 58.33%, and their awareness of cultural protection is slightly higher than that of first-and second-grade kindergarten teachers.
(2) Analysis of application status
1. Application status
Nearly 86.96% kindergarten teachers think that the proportion of folk music content in kindergarten textbooks is very small. In addition, only 72.82% of teachers said that they had carried out folk music education activities in their kindergartens, and the folk music education in kindergartens was basically absent. However, from the survey, it can be found that nearly 90.22% of the leaders are very supportive of enriching kindergarten curriculum with folk music resources, of which 57.60% are very supportive, and children like folk music very much. The survey shows that no child doesn't like folk music. There is an embarrassing situation between leadership support and children's favorite attitude and the weak situation of children's folk music education at present.
2. Main difficulties in application
It is found that the difficulties in developing national music education are: textbook selection, dialect barriers, creative performance, teacher-child interaction, demonstration performance, interest stimulation, value grasp and skill learning. This shows that folk music materials suitable for kindergartens are very scarce now, and kindergarten teachers need to spend a lot of time and energy to dig, sort out and modify them. Secondly, folk songs and ballads have the saying that "there are different winds in ten miles and different sounds in five miles". China has a vast territory, and dialects vary greatly from place to place. Many folk songs and operas are interpreted in local dialects, and their pronunciation is far from that of Mandarin. Not to mention children, it is difficult for adults as teachers to understand the meaning of the lyrics if they are different from the local dialect [1], so it is difficult for them to understand the meaning of the lyrics. At the same time, about 40~45% of the respondents think that it is difficult for teachers to interact with children and children's creative performance, which shows that kindergarten teachers have a certain understanding of the teaching concept and consider paying attention to children's enthusiasm and creative consciousness .56609.66666666066 The second-level teachers in preschool education mainly focus on the choice of teaching materials and dialect obstacles; In the interaction between teachers and children, the difficult choices of preschool teachers have increased; The selection rate of kindergarten and junior high school teachers in value grasping and demonstration performance is also higher than that of the other two types of teachers. This shows that the higher the professional title, the lower the external options that are difficult to choose, and the more attention is paid to some internal problems in educational activities.
(C) Analysis of teaching methods
When investigating the participants' teaching methods, 80.2% of the teachers indicated that they would partially modify the contents when carrying out folk music education activities, with 10% often modified and only 9.8% never modified. When asked if it is possible to integrate folk music into children's daily life through exploration, 76. 1% teachers said that they would explore occasionally, only 65.438+08.5% teachers would do so frequently, and 5.4% teachers would not. These data show that most kindergarten teachers are not enthusiastic about folk music education, which may be due to too many external motives and problems in teachers' teaching methods. The teaching method recognized by kindergarten teachers is mainly to let children learn in life activities, and the teaching method aimed at imparting systematic knowledge accounts for the lowest proportion, which shows that kindergarten teachers are more thoughtful in teaching methods and pay more attention to children's interests and various teaching forms, but the traditional teaching method based on indoctrination has not disappeared.
Four. conclusion and suggestion
This study shows that most preschool teachers are still inclined to the traditional concept of art education in their understanding of national music, and their overall level is relatively backward. There are many factors that affect teachers' concept, among which teachers' professional titles and academic qualifications have a great influence on the concept. Generally speaking, the higher the professional title and education, the more advanced the concept.
(A) Folk music education is broken.
The investigation found that it is not common for kindergartens to carry out folk music education activities, and folk music is still missing in the whole education. With the acceleration of modernization, the contrast between the rich cultural heritage of folk music and the fragile protection of folk culture in China makes the folk music in various places face an embarrassing living situation, and the folk music and its cultural spirit show a serious fracture and loss in the inheritance of the next generation. The research on national music education is still relatively lacking and has not been paid enough attention, and there are still a few kindergartens that consciously carry out national music activities. From the front-line teachers, many preschool teachers lack intrinsic interest in folk music activities; Paying attention to the teaching of skills and pursuing immediate educational effects make the national music education in kindergartens lose its educational charm.
(B) strategies to improve the effect of national music education
1. Protect children's artistic nature
Aesthetics is a child's nature, and art is a way for children to grasp the world. Before all educational activities, we must understand that every child is an artist. Clive bell mentioned in Art that the most important thing is to protect children's artistic nature and respect different children's appreciation of the surrounding environment and their interest in artistic works.
2. Multichannel teaching methods
Multi-channel teaching methods such as multimedia, atlas, percussion and music games are adopted to fully mobilize children's desire for learning. For example, play some plays with multimedia equipment. Use the image of the atlas to help children intuitively feel the changes of music melody and music structure, understand the content and emotion expressed by music, and gain a complete impression of music works. [4] Provide children with some local percussion instruments and guide them to feel the beauty of rhythmic activities in rhythmic body movements and the use of musical instruments. [5] By integrating the unique vocals and costumes in folk music into the game, children can not only gain skills and knowledge about folk music, but also improve their ability to feel and express music.
3. Multi-channel aesthetic feeling
Let children feel in life, organize children to watch some local folk art activities in their daily lives, and use some free time in the park to play some beautiful folk music and explain the music content. Based on the initial perception in daily life, learning in teaching activities will be much easier. From the rich folk music materials, it is easy to sort out those that are in line with children's age characteristics and easy to understand, which have both children's characteristics and folk characteristics. Through creative appreciation and comments, teachers can guide children to create their own lyrics and actions with music, and fully tap their potential. After understanding folk music, appreciating some excellent works of art will help children understand the folk characteristics of their hometown and motherland and cultivate their good feelings of loving art.