尽管目前许多幼儿园在音乐教材、教法方面进行了一系列改革,但音乐教育仍然跳不出“幼儿围着教师转”的模式,片面重视技能技巧的观念依然难以改变。即使是在幼儿主动感受、表现音乐的活动中,教师的主观行为依然起支配作用,幼儿的所感、所想、所为常常并非源于自己对音乐的理解与认识,而是教师思想与意志的巧妙强加。在一些歌唱、舞蹈活动中,许多孩子牺牲了兴趣。他们虽然唱得动听、跳得优美,却不会表达自己的心声,甚至还排斥和厌倦音乐。在这种教育影响下,孩子们的音乐兴趣日益减弱,音乐灵性不断消失。正如美国著名儿童音乐教育家萨蒂丝·科尔曼所说:“儿童天生就有热爱和探索音乐的倾向,这种自然的倾向由于后天非自然的强化与训练,大多无法继 Although many kindergartens have carried out a series of reforms in music teaching materials and teaching methods at present, music education can not yet jump out of the model of “children turning around teachers”. The concept of one-sided emphasis on skills and skills remains difficult to change. Even in the children’s active feelings, the performance of music activities, the teacher’s subjective behavior still plays a dominant role, children’s feelings, thoughts, often do not stem from their own understanding of music and knowledge, but the teacher’s thoughts and will Cleverly imposed. In some singing and dancing activities, many children sacrificed their interest. Although they sang beautifully and jumped gracefully, they did not express their own feelings or even exclaimed and tired of music. Under the influence of this kind of education, children’s musical interest is diminishing day by day, and musical spirituality is constantly disappearing. As the famous American children’s music educationist Satis Coleman said: "There is a natural tendency for children to love and explore music. This tendency of naturality can not be followed by the unnatural strengthening and training of the day after tomorrow