Regarding the issues of feedback delay, lack of personalization, and the difficulty to assess classroom processes in the fostering of preschool children’s musical rhythm, this research has built an intelligent mutual interaction environment which is fit for daily kindergarten classrooms and thus carried out a 12-week quasi-experiment research. This research’s participating objects are 86 top-class kindergarten children who come from two public kindergartens in City A, among them 44 are in the experiment group and 42 are in the comparison group. The experiment group got intelligent mutual rhythm classes three times each week for 20 minutes for each class, meanwhile the comparison group attended traditional music activities which had same topics and same time length. This research has assessed testees in five aspects: rhythm feeling, rhythm copying, beat synchronization mistake, speed stability, and class participation, and has examined process changes by using class records. Results thus discovered that the experiment group’s total rhythm mark elevated from 61.84 to 79.36, which is obviously higher than the comparison group’s mark that is 69.08. The experiment group has shown bigger enhancements in rhythm perception exactness, rhythm imitation exactness, synchronization mistake, and tempo stability. On the task aspect, the biggest promotion were discovered in path striking, elementary striking, and rhythm imitation; Attendance proportions had significant positive correlation with these increases. Factor analysis indicated that visual cues and the highlighting of motor errors played a critical role in improving accuracy and reducing error correction time. This research proves that intelligent mutual action surroundings can effectively promote preschool kids’ music rhythm feeling, and give out practical roads for assessing music activities and directing teachers to make changes in kindergarten places.
