「聆聽」是認識聲音，學習音樂的基礎。在現代音樂教育活動中，音樂的聆聽對 於兒童來說是一種聲音文化的認知，音樂語言閱讀和運用的必要歷程。在音樂聆聽活動的過 程中，教師首先必須培養兒童具有感知聲音的能力，能夠區別符碼化和非符碼化的聲音，再 漸漸引導進入知識性的主題學習，使其對音樂語言符碼有所認知；能把聽到的音樂再度經驗 ，透過對音樂的聯想和想像力，運用圖像、語文、模仿、肢體語言、戲劇等方式將音樂再現 ，並開發其內在的音樂潛能，以創作的想像力表現出新的音樂。 本文以此觀點來論述「兒童的音樂聆聽」，其內容分為：一、音樂聆聽的意義；二、如何瞭 解音樂；三、音樂的意義；四、音樂聆聽和兒童認知的發展；五、音樂聆聽的詮釋和製造； 六、聆聽音樂的方式和分析；七、音樂聆聽教學策略和聆聽範圍；八、結論與建議。期盼本 文的論點，能對音樂的聆聽教學提供另一個思考方向。

　　　　　"Listening" is the foundation of sound recognizing and music learning. Nowadays, in the field of Music Education, children's music listening represents some kind of cognition in the culture of sounds and is a necessary process for music language studying and utilizing. First of all, teachers must help their students to develop an ability of sounds perception and to discriminate sounds of codification and non-codification in the process of music listening activities. Then, to help developing their cognitive knowledge on codes of music language, students are brought into the area of topic learning. From there on, music learning is re-screened with association and imagination in their mind, and re-produced by using pictures, verbal languages, imitation, body languages, drama playing and so on. The final goal is to exploit children's inner potentialities on music. While imagination is set free, a new music of their own creation is displayed. The above process on "Children's Music Listening" includes: 1) The Meaning of music listening; 2) How to understand music; 3) The meaning of music; 4) Music listening and children's cognitive development; 5) Interpretation and design of music listening; 6) Methods and analysis of music listening; 7) Teaching strategies and ranges of music listening; 8) Comments and suggestions. The "Children's Music Listening" process help providing further more directions on teaching Music Listening in general.