1. Children's music education must conform to the scientific laws of pedagogy and psychology. Children's music education must be guided by basic theories such as the physiological and psychological characteristics of children's development and the principles and methods of children's education. If these problems are violated, education will get half the result with half the effort or have little effect, and even bring psychological and physical harm to children. For example, a teacher who is proficient in music skills and skills, familiar with children's age characteristics, and educates children according to correct educational principles and methods will teach quickly and well; On the other hand, teachers who do not have the above conditions will not be able to teach the key points, and they will be in a hurry and their children will not learn. For example, a teacher teaches children to dance and asks them to dance beautifully and straightly. She reminded the children to focus on their right foot, which is in front. Because she is familiar with the concrete image of children's thinking and is good at imitation, she speaks and acts with vivid language and concrete and intuitive demonstration. The child quickly learned this movement, and the posture was beautiful and straight.
2. Educating children through the emotional experience and aesthetic feeling of music art is the main feature of music education.
Music education, like other subjects, has the ability to educate children to develop morally, intellectually, physically and aesthetically. Only on the basis of giving full play to the characteristics of each subject can each subject give full play to its educational role. The main feature of music education is to accomplish its educational task by giving people emotional experience and aesthetic feeling through music works.
The aesthetic feeling of music is to let children feel the artistic beauty of music works and get the feeling of beauty, so as to identify the beauty, ugliness, sadness, loftiness and inferiority of things reflected in the works and know the right and wrong, right and wrong, beauty and ugliness in things. The artistic beauty of music works includes the beauty of melody, rhythm, harmony and timbre in singing and playing. When the author embodies objectivity in his music works, he always expresses the author's clear attitude towards this matter. Children's music works mainly reflect interesting, positive, healthy and lively thoughts and emotions in children's lives, and at the same time show a clear attitude of approval, praise, concern, sympathy, encouragement and help hidden behind these thoughts and emotions.
3. Entertainment is another feature of children's music art education. Music art is entertaining, which is one of the important characteristics to attract children to actively participate in music activities. Using the entertainment characteristics of music to guide children to play middle school, in music middle school, put music education in happy music feelings and music performances, and learn happily, which benefits a lot. Guide children to receive education in lively art education activities, put education in joyful music activities, take "music" as an effective means to educate children, promote their lively and cheerful personality, physical and mental health and spiritual satisfaction, and at the same time carry out moral, intellectual, physical and aesthetic education.
Second, the application of music education in practice promotes children's all-round development.
1. Encourage children to actively and confidently participate in activities.
In the past music activities, some children were always actors and some children were always spectators. Those gifted children often have the opportunity to perform, while those with poor conditions dare not perform because of their inferiority complex. If left unchecked, these children will not only lose the opportunity to learn music skills, but also lead to certain psychological defects. We should use music activities as a means to let every child actively, actively and confidently participate in the activities to meet the needs of children's self-expression. Based on this thinking, I designed a "ladder" for small steps, put forward appropriate requirements, and individualized education as much as possible, so that every child can develop at his own pace.
In addition, in music activities, I try my best to give every child the opportunity to be a leader, such as conducting, singing and playing, so that children at different stages of development can meet the needs of self-expression and build self-confidence.
2. Pay attention to children's exploration and development.
Bruner believes that discovery can stimulate the potential of wisdom, cultivate internal motivation, and help to learn the skills of discovery and keep memory. Because children are young and have poor persistence and patience, they cannot explore without seeing progress for a long time. Therefore, it is necessary to create an environment conducive to children's exploration and active operation, and stimulate children's exploration ability. For example, in the process of children's understanding of syncopation rhythm, I guide children to actively explore according to the following steps: organize children to play "pulling rope" and "rowing dragon boat" games, find the feeling of |XXX|, and express the language rhythm of "refueling". Guide children to discover whether there is such a rhythm around them. For example, when my mother had a toothache, she covered her face and said, "Ow | Ow | Ow | Ow |", and my grandfather pulled out the radish hard. Tell children what syncopation rhythm is and guide them to try to play syncopation rhythm on the xylophone.
3. Cultivate children's creative consciousness
In music activities, we should not only emphasize the training of skills, but also guide children to express and create beauty. Because music activities include stages of thinking such as feeling, imagination, understanding and creation, it plays a unique role in cultivating children's creative consciousness and ability. Of course, cultivating creativity does not mean giving up imitation. Imitation is necessary in music activities. It is the initial way of learning, but we must quickly cross this stage and enter the exploration period, guiding children to boldly innovate, think independently and express their unique opinions.
4. Emphasize communication and cooperation in activities.
Many music activities need cooperation, such as chorus, group dance, small band, games and so on. Therefore, we should closely combine individual material creation with collective cooperation. We should not only respect individual development, but also pay attention to group communication and cooperation. For example, in order to get a harmonious voice in chorus, children need to constantly adjust their pitch by listening to the piano and the songs of their peers. For another example, I asked the children to take turns tapping songs on their xylophones or aluminum pianos or playing them in the form of cannons. Once, I encouraged six children to play the song Little Star with one of do, re, mi, fa, sol and la. When the voice is self-centered, it will be hit by the person who holds this piece. This kind of activity is conducive to cultivating children's self-control ability and dedicated learning attitude.
In a word, in our country, nurseries and kindergartens are the places where music education can be carried out for infants and young children in a planned and purposeful way. We must make full use of this advantage, give full play to the initiative of kindergarten teachers, tap the potential of children through music education, reflect the scientific value of music education, and make children develop in an all-round way.