一项针对低龄儿童音乐能力的研究发现,儿童的音乐潜能是天生的,很早就会在环境与文化的影响下得到发展。在欣赏教学中,音乐教师往往注重自己对于音乐的理解大于从学生角度出发而得到的儿童对于音乐的思考,由此导致,教师在教学中运用的教学策略、方式、引导、解析等等充斥了成人的印记,却不符合儿童的接受心理,甚至限制了学生 A study of young children’s musical abilities found that children’s musical potential is innate and long ago evolved under the influence of the environment and culture. In appreciation teaching, music teachers tend to pay more attention to their understanding of music than children from a student’s point of view of music thinking, resulting in the teaching of teachers in the use of teaching strategies, methods, guidance, analysis, and so full of Adults imprint, but not in line with children’s psychology, and even limit the students