“儿童自由体态动作”是指儿童在音乐刺激下，且无示范性动作的环境中，自己发动的、即兴的身体姿态和活动。本研究通过现场观察和访谈的方法收集资料，对4～6岁儿童在音乐感知过程中的自由体态动作进行研究。得出以下结论：从自由体态动作本质特征出发分析，4～6岁儿童在音乐感知过程中的自由体态动作类型包括静态动作和动态动作、形象性动作和抽象性动作、单纯动作和复合动作。4～6岁儿童自由体态动作与音乐相联系，反映在自由体态动作表现出音乐要素的特点。表现内容包括音高、旋律轮廓线、速度、固定节拍、节奏型、力度、音乐形象和音乐情感。在“激进型”音乐中，体态动作较多表现音乐节奏、力度相联系；在“舒缓型”音乐中，体态动作较多表现音乐形象和情感。4～6岁儿童在音乐感知过程中的自由体态动作表现元素包括空间元素、时间元素和力量元素。空间元素包括水平位置、尺寸（大小和远近）、途径和形状，表现音高变化、旋律轮廓、音乐力度以及音乐形象和情感特点；时间元素包括动作的时值、速度和节奏，表现音乐速度、节拍、节奏以及力度变化；力量元素包括动作的轻重、松紧和动力，表现音乐的速度和节奏、力度以及音乐形象和情感特点。4～6岁儿童音乐感知过程中的自由体态动作实质探讨：音乐感知中形成一定的音乐感是自由体态动作发生的基础；音乐感与本体感觉之间的通感形成自由体态动作与音乐的联系；儿童的动作思维是自由体态动作发生的原因。儿童在音乐感知过程中发生自由体态动作的意义在于：帮助儿童有效进行音乐感知活动；提高儿童身体觉察，拓展发展的潜能；唤醒儿童的音乐本能。最后，研究者基于本研究的结果，提出幼儿音乐教育教学建议，并对本研究中存在的问题进行了反思。

The free body movement of children refers to the spontaneous and impromptu movement of body without modeling in the stimulation of music. This study focuses on the free body movement of children aged from 4 to 6 in the process of music perception by the methods of both observation and interview. Concerning the status and the forms of the free body movement as well as the extent of the body participation, the author finds that in the process of music perception, children’s free body movement can be classified into following groups: static movement and dynamic movement, imaginary movement and abstract movement, single movement and compound movement. The free body movement of children is related to music, reflecting on their response to the musical elements——change of pitch, melody contour line, speed, fixed beat, rhythm model, strength, musical structure, musical image and music emotion. In the “simulative” music, the children’s movement is closely connected to the rhythm and the strength of music, and the movement is rhythmic. In the “sedative” music, the children’s movement is closely related to the image and the emotion of the music, and the movement is intuitional.The performance of children’s free body movement during the music-perception process has three elements: space, time and strength. And the space element has four aspects: level, size and distance, path, as well as shape, which is related to the pitch, rhythmic contour, strength, image and emotion of music. The time element refers to the time span, speed and rhythm of the movement, which relates to musical speed, beat, rhythm and dynamic change. The strength element is includes the mile-severe, loose-tight and dynamic, which is connected to the speed, rhythm, strength, image and emotion of the music.The essence description of the free body movement is: firstly, the sense of music in the process of the music-perception is the basis of free body movement; secondly, synaesthesia between the sense of music and sense of identity forms the connection between free body movement and music; thirdly, children’s action thinking brings out their free body movement. The significance of children’s free body movement during the music-perception lies in that it can enhance their awareness of their body, explore their development potential and wake up their music instinct.Finally, based on the conclusions above, the author puts forward some educational suggestion and reflects on this study itself.