在21世纪现代化社会的中国，舞蹈艺术教育不再是面向独立的具少数有舞蹈艺术天赋的群体。艺术教育只属于“少数有天赋人群”的观念已经转变，舞蹈艺术的教育已面向全体公民，不论其背景、长相、天赋、残疾都有权享有艺术教育，每一个孩子都有接触与学习舞蹈艺术教育的权利。舞蹈教育课程内容与形式应要与时俱进，专业性的舞蹈课程不再适合这样的人群。目前，现学前儿童舞蹈教育，强调舞蹈课程内容独立性，主张以模仿动作为中心，把舞蹈元素动作传授给学生，目的是培养学生的肢体运动技能，重视技术技巧，但过分强调专业知识结构，会缺造成知识结构之间的隔离和过于专业化，割裂了学科之间的联系，缺少综合性的思维能力。“学前儿童创造性舞蹈课程构建”的研究是解决现学前儿童舞蹈课“过于独立化、专业化、无创意性等问题。 从多元智能全脑开发；感官体验注重审美；自我探索激发创意的三大课程核心理念出发，构建了以学前儿童自主性为主，教师引导鼓励学前儿童运用头脑风暴法构建网络图的“方案教学”课程框架， 目的是培养学前儿童的知能与技能的运用，而不是单一基本技能的获得。另外在舞蹈动作的开发中更加强调身体、空间、时间、力、关系之间的运用要素，作为舞蹈动作开发的评定标准，真正做到“身体学会的，谁也拿不走。”此研究已经勇敢的迈开了学前儿童舞蹈教育改革的第一步。我想在未来的舞蹈课程中，舞蹈课程也能够纳入幼儿园的五大领域的课程中，成为孩子们的幼儿园课程，真正做到舞蹈教育的普及。

In twenty-first Century the modern society of China, the dance art education is no longer an independent group with a small number of dance art talent. Art education only belongs to the concept of "minority". The education of dance art has been oriented to all citizens, regardless of their background, looks, talent and disability. The dance education curriculum content and form should keep pace with the times, professional dance courses are no longer suitable for the crowd. At present, the pre school children's dance education, emphasizing the independence of the content of the dance curriculum, advocating to imitate the action as the center, to teach the students, the purpose is to cultivate students' physical skills, pay attention to technical skills, but over emphasis on the structure of professional knowledge, the separation between the subject and the lack of comprehensive thinking ability. The research on the construction of the creative dance curriculum for preschool children is to solve the problems such as "too independent, professional, creative and so on. From the perspective of multiple intelligences development, sensory experience, the three core concepts of self exploration inspired creativity, and the core concept of the initiative, teachers guide and encourage preschool children to build a network diagram of "program teaching" curriculum framework, the purpose is to develop the knowledge and skills of pre-school children, and not a single basic skills. In addition to the development of dance movements more emphasis on the body, space, time, power, relationship between the use of elements, as the assessment of the development of dance movements, truly "physical society, who also take not to go." This study has bravely taken the first step in the reform of preschool children's dance education. I think in the future of the dance, dance courses can also be incorporated into the five major areas of the kindergarten curriculum, to become the children's kindergarten curriculum, truly dance education.