Paper Keywords New System Preschool Children's Music Education Reform

The new school music education system in China has absorbed the advanced ideas of three international music education systems, and it is a new school music teaching system with China characteristics. Under the background of the new system, the contents and strategies of preschool children's music education reform include: developing the most natural music activities, leading children to open the door to advanced music with the best music; Emphasize the perceptual accumulation in pre-school music education stage; Emphasize the development of music comprehensive activities. The key to the new system reform is the preschool music teachers, who should improve their musical literacy, update the evaluation criteria of musical ability and establish a new concept of teachers.

First, the origin and development of the new system of school music education

265438+At the beginning of the 20th century, the Department of Music Education of the Central Conservatory of Music established a new system of school music education, which is a discipline system of school music education in China based on an international perspective. Based on China music culture, this system combines the advantages of three international advanced music education systems: Dalcroze, Orff and Kodaly, and pays attention to scientificity, advancement and practicality. The new system takes "let music belong to everyone in China" as the educational concept, the acquisition of perceptual experience as the main teaching purpose, the artistry of music as the main teaching content, music practice as the important teaching means, and synaesthesia in music as the important musical ability.

Since the establishment of the new system, it has been widely recognized by the education sector. 20 1 1 At the beginning of the year, the Department of Music Education of the Central Conservatory of Music launched the pilot project of national education system reform-the training of the new system of school music education. The training project of the new system of school music education plans to train music teachers in kindergartens, primary and secondary schools and various colleges and universities in about 10 years. By the beginning of 20 12, the project has trained three phases and trained more than 600 teachers from kindergartens, primary schools, middle schools and universities all over the country. Through the training, the students learned about the latest developments and achievements of education and teaching theories at home and abroad, and the concepts, methods, contents and various teaching cases of the music education system.

Second, the content and strategy of preschool children's music education reform

1. Respect children's nature and emphasize the most natural musical activities.

The word "child" means "freedom" in Latin. Innocent and free, active and curious, and loving games are children's nature. The responsibility of education is to create an appropriate environment to ensure and promote children's natural development.

Natural music activities must be attended by children themselves. Orff believes that children must participate in music themselves, not as listeners but as performers. This behavior is in line with children's nature. Children are not passive listeners, but active participants in music creation. Natural music activities are simple, without artificial appendages and complicated structures, close to life, nature and children's nature.

The natural music activity is "entertaining oneself", not "entertaining him". Music originated from games. Fundamentally speaking, music is for self-entertainment. "Happiness in the heart is the most important factor for children's growth." ① Natural music activities are "zero utility". The achievements of music activities exist in the process of educational behavior. Children's fully open five senses, active synaesthesia, creative improvisation and fully enjoyable expression in music activities are all the results of music activities. Making music activities into entertaining music activities such as concerts will add too much burden to children and deprive them of their inner happiness. Kodaly said, "Happiness is not music. It has full value, but music has no value without happiness. "

Natural music activities emphasize improvisation, openness and gamification. Teachers can't impose their own musical reactions on children, and they don't need to carefully control the results of the activities to make the activities look a complete success. Teachers generally can't predict the results of activities before they start, so they can only make appropriate guesses according to their own abilities and experiences. Natural music activities are all-inclusive, and all possible operations and expressions of children are reasonable. The highlight of the activity is the children's sensitive and personalized response to music. In the game, children start from their own hearts and interact with music in the most natural way.

2. Use the best music to lead children to open the door to advanced music.

Hungarian music educator Borbala Sziranyi clearly pointed out: "Only the highest quality music should be used in music education." When you enter the kindergarten, you will often hear electroacoustic music, and you will find that the teacher will download some music from the Internet for children to listen to. This is actually extremely irresponsible. The music education circle has always emphasized that the age of 3 to 9 is the key period of music learning, among which the age of 3 to 5 is the most critical, and the shaping of this period plays a decisive role in the height of life development. Therefore, different qualities of music will not only affect children's preference for music style, attitude towards music cognition and aesthetic ability, but also affect their concern for national culture and multiculturalism, and even affect their emotional development in the future. Music teachers should listen to the best music and have the best music lessons for their children.

What kind of music is the best? The author thinks from many angles:

Simple music is best. Music comes from life, and simple musical signals in life often appear in the works of classical musicians. For example, the musical motivation in johann strauss's Vienna Forest Story is the cuckoo's cry; Chopin's prelude to raindrops, the sound of raindrops, etc. Music that expresses images in simple forms. Simple music includes sounds made by children using their own organs (such as clapping their hands and twisting their fingers) and all musical signals made by children with the help of surrounding physical conditions. Simple music also includes simulating sounds in nature and society, such as cuckoo's cry, wind from weak to strong, horseshoe from far and near, etc.

Classical music is the best. Classical music generally refers to music works with exemplary significance in the past. These music have been screened by history and passed down to this day, which is a very valuable cultural heritage. Although the classics can't be deeply understood by people at once, they are rich in nutrition, high in taste and good in quality, and are spiritual food that can be experienced and understood for a lifetime.

National music is the best. Kodaly, a ethnomusicologist and music educator, emphasized that folk songs are children's musical mother tongue, and children's music education should be based on folk songs. Singing games and folk children's songs are the best basis for developing national characteristics and national subconscious. The new system excavated a large number of excellent folk nursery rhymes, such as Moon Baba in Hunan, Kicking Shuttle in Hebei and Buying Pears in Beijing. China folk songs are rich and colorful. For music education, national music works are not only very necessary, but also have high application value.

3. Perception precedes rationality, and the most important thing in preschool music education is perceptual accumulation.

Dalcroze believes that the essence of music lies in the response to emotion. Peter Erdai, Dean of Kodaly Conservatory of Music, has a clear definition of "when to teach": "Music education should start from kindergarten, so that children can master the essence of music at an early age." Therefore, the main task of preschool music education stage is emotional accumulation, rather than preaching, cognitive and technical training. From the perspective of music psychology, the acquisition of music is that perceptual experience precedes knowledge and skills, otherwise, experience will be imprisoned. Music education should put sensibility before rationality, which is also one of the most important components of Orff's educational philosophy.

Preschool music education needs to accumulate a lot of perceptual experience to prepare for primary school. On the basis of full perception, it is the simplest to turn perceptual experience into knowledge. For example, tell children that a mark is called a quarter note, and the duration is one beat, less than one minute, but the quarter note before that takes a lot of time to experience. Pre-school needs to accumulate sensibility through nursery rhymes, nursery rhymes and other works, through listening, singing, speaking, creating, moving and dancing. If children's music education is mechanically replaced by the primary stage of professional music education, that is the road to specialization of basic music education.