A Study on the Implementation Paths of Music Activities in Kindergarten From the Perspective of Evidence-Based Teaching Research

Abstract

In the practice of kindergarten music education, teachers’ instructional decisions often rely on personal experience. There is a disconnect between activity goals and children’s actual experiences, and evaluation lacks objective evidence. This frequently results in music learning remaining at the level of superficial imitation, making it difficult to foster children’s core musical literacy and deep learning. To address these challenges, this study, based on the concept of evidence-based practice, attempts to construct and validate an “evidence-reflection-improvement”implementation pathway suitable for kindergarten music activities. This pathway, grounded in creating a supportive teaching and research environment, facilitates the continuous generation and collection of evidence by providing structured tools and fostering immersive music exploration scenarios. It further promotes evidence-oriented deep reflection among teachers, establishing a multi-dimensional evidence collection system and implementing collaborative discussions around specific evidence segments. This encourages a shift in instructional decision-making from“what to teach”to“how children learn.”Simultaneously, it advocates for the effective use of life and cross-domain resources to expand the boundaries of music learning. It also aims for the natural integration of musical elements within gamified and project-based activity designs, achieving organic fusion of multi-domain experiences. The research indicates that leading music activity implementation through evidence-based teaching and research can effectively bridge educational philosophy, child behavior, and teacher practice. It promotes a shift in music education from experience-driven to evidence-driven approaches, and from isolated instruction to collaborative reflection. Ultimately, within a cycle of continuous improvement, it enhances activity quality and teacher professional competence, providing a practical reference for the professional and scientific development of kindergarten music education.