Analysis:

Music education belongs to art education and is an important part of preschool education. Suzuki, a famous Japanese violinist and music educator, once said: "Children must first learn to listen to complete and excellent music. Listening more can make rapid progress, and children who don't listen enough will lack a sense of music. " The new "Outline" also points out that in art education, "it is necessary to avoid focusing only on the performance skills or results of artistic activities and ignoring the tendency of children's emotional experience and attitude in the process of activities." "The main function of teachers should be to inspire children to feel and express beauty." To this end, I try to cultivate children's musical ability through listening training.

First, from singing more to listening more:

When it comes to singing, people immediately think of singing through the vocal organs. In the past singing teaching, teachers also paid more attention to let children learn to sing-singing songs repeatedly with beautiful voices and various forms, expressing songs or beautiful melodies, or lively rhythms. Instead of paying attention to children's listening and appreciation of songs. Therefore, children often passively try their best to make the teacher's voice naturally changeable, emotional, accurate and so on. In fact, children don't really perceive, experience and understand the thoughts and feelings expressed by music. It can be said that this is a kind of "back singing education" for teaching and learning.

Suzuki believes: "Children can learn to understand music as naturally as they learn their own language. As long as you can create an excellent music environment like the language environment of the motherland and let children immerse themselves in it every day, any child can easily master the best human music cultural heritage. " Therefore, I have increased the efforts to let children "listen to music" in teaching. Provide a suitable music environment for children, so that the melody and rhythm of music are often scattered around them.

For example, when organizing the singing teaching activities of "Snowflakes and Raindrops", we broke the previous mode of teaching before learning and then singing, so that children can fully enjoy the music, but children often can't sing it after three or five times, and the songs are not pleasant to listen to, unnatural and stiff. Instead, play the music of snowflakes and raindrops to children repeatedly before the activity. Teachers will also consciously hum when they are in contact with children. Children who listen to more melodies will naturally have a subconscious understanding of music. With this bedding, in the teaching process, when children fully appreciate it, the melody of music will consciously roll in their minds, resulting in the desire to express beauty. When singing is taught again, children can sing naturally and show their subconscious understanding of the song, that is, aesthetic feeling, which perfectly shows the different characteristics of snowflakes and raindrops in two pieces of music. In this way, after listening to music, children can actively and naturally sing with emotion in teaching.

Second, practice and listen more:

The rhythmic activities in kindergarten include rhythm, dance, music games and so on. All of them are accompanied by music, expressing the theme, artistic conception and content of music works with actions. Rhythm activities cultivate children's sense of rhythm, that is, let children perceive the rhythm of music and guide them to express it with beautiful, coordinated and corresponding actions. That is, to express the specific movements of music and train children's coordination and flexibility in the use of their hands and feet. However, action is always a way of reaction after feeling music.

As we all know, the ultimate goal of rhythmic activities is to develop children's conscious musical sensibility, that is, musical ability. Therefore, it is necessary to put a correct attitude: it is the first priority for children to listen to music and feel music, rather than blindly letting children practice motor skills. Only when children feel and understand music, integrate the melody of music into their own ideology, and then respond to rhythmic activities in the body's motor organs, is it a form that has a positive effect on children and promotes their musical ability. Imagine: how can children perform with coordinated movements without really understanding the content and rhythm of music? So, I changed my previous practice to listening to music. For example, when organizing a rhythmic activity "Touch", I repeatedly let the children listen to music, so that they can spontaneously create and perform actions with the music on the basis of being familiar with the melody and rhythm of music and understanding the content and meaning of lyrics. They will take the initiative to find friends with music, and naturally meet friends, without the teacher's repeated reminders and orders. In this way, children can freely put their own aesthetic feelings and experiences into aesthetic expression and aesthetic creation under the timely and appropriate guidance of teachers on children's expression methods and skills, which also achieves the ultimate goal of rhythmic activities.

In addition, the percussion teaching activities in kindergartens are also based on cultivating children's sense of rhythm, and pay more attention to cultivating children's sensitivity to sound and understanding of the performance of percussion instruments, such as level, weight, length, beautiful and melodious sound quality and so on. In the past, we put most of our energy into children's operation of musical instruments to match the rhythm of music. Now, I try to listen to percussion activities. First of all, listen to musical instruments: let children often attack various musical instruments by themselves, listen to the similarities and differences of various musical instruments repeatedly, distinguish the timbre, sound quality and sound length of various musical instruments, and understand and be familiar with their different sound attributes. On this basis, let children listen to music, and often play percussion music to children, so that children can understand the type, nature, intensity, rhythm and paragraph of music. Is it a March? Or a lyric? Is it music in 2/4 beats? Or 3/4 beats of music and so on. In this way, after listening, feeling and getting familiar with music and knowing the characteristics of various musical instruments, children can boldly and actively combine musical instruments with music, naturally strike and play, and reflect their own aesthetic comprehension and creation.

Through a period of repeated "listening" training, not only the children's musical sensibility has been greatly improved, but also their love for music has increased, and there is an unusually strong musical atmosphere in the class. Teachers' guiding role in organizing music teaching activities is more specific, and children's dominant position in the activities is more clear. We can be sure that only by listening more can we make rapid progress, and only by cultivating good listening habits and skills can children's musical ability develop rapidly and make a qualitative leap. As an art of expression and performance, music is also an art of sound and appreciation!