音乐教学系统的建立，因为需要一个教学方法，更科学，更完整的教学方法，将音乐与运动相结合，更容易理解儿童早期的音乐概念。据奈和奈（1985），和对音乐的理解的理解，是认知的结果，精神和情感的结合，是不可能没有其他操作其中的一个。运动的重要性，在音乐，已建立经验，但也由研究人员（西门子，1969；穆尔，1984）。当儿童通过音乐动作和动作参与时，音乐更容易理解。音乐的运动系统教学基地是由裴斯泰洛齐的理论的影响（1764-1827），反对死记硬背和重复和替代他们的观察、实验和认知（一ντωνακακης，1996）。根据这一理论，儿童的主动性、创造力的发展、想象力、自我活动和参与团队工作具有重要意义。这种方法不仅强调认知学习发酵，而且物理是基于儿童运动活动。
加拿大会计学论文代写:音乐教学系统
Music pedagogical systems were created because of the need for a pedagogical method, of a more scientific and complete approach for teaching music, which will combine music with movement , for an easier comprehension of musical concepts in the early years of children. According to Nye & Nye (1985), the comprehension and understanding of music, is the result of cognitive, psychomotor and emotional combination and is not possible for one of them to operate without the other. The importance of movement in music, has been established empirically but also by researchers (Siemens, 1969; Moore, 1984). Music could be more understandable, when children participated through music actions and movements. The pedagogical base of the music-movement system is influenced by the theory of Johann Heinrich Pestalozzi (1764-1827), which rejects memorization and repetition and substitutes them with observation, experimentation and cognition (Aντωνακακης, 1996). According to this theory, great importance is given to children's mood for initiative, the development of creativity, imagination, self-activity and participation in team work. This method emphasizes not only cognitional learning fermentation, but also physical and is based on children's kinetic activities.
