First, teachers' own factors affect the teaching effect. Classroom teaching is an art that not everyone can do. This is especially true in music classroom teaching. Every word and deed and every move of a music teacher will directly affect the classroom atmosphere and teaching effect. In music classroom teaching, if teachers only pay attention to classroom discipline and knowledge infusion, it will not be conducive to the development of students' personality and the formation of self-confidence. If students go to class with a nervous and depressed mood, how can they get excited in class? How can I be interested in music lessons? Therefore, in order to make students interested in music lessons, we must first eliminate students' concerns about music lessons and strive to create a relaxed and harmonious learning atmosphere. For example, in the music activity class of Class Three this semester, there is a melody of listening to piano singing from the Japanese children's song Happy Clapping Songs. In order to make students interested in melody and get familiar with it quickly, I found a tape recorder and a song tape. First, I asked the students to hum the melody with the tape recorder. Because of the sense of rhythm, I ask students to try to arrange their own movements for the melody first, and encourage students not to imitate each other. As a result, I found that my classmates couldn't let go, either because they were embarrassed to jump or because they were afraid that they couldn't jump other people's jokes. At this time, I had a brainwave, stopped the music and said to the students wittily, "What's the matter? You dance very well! Now the teacher has a new idea. If the teacher wants to dance with you, he can learn from the teacher, but he should reward the small director who can arrange it himself. " After listening to my words, the students came to life one by one. They were embarrassed to jump, but now they jump boldly. The students are very active in the whole class. Second, pay attention to stimulate and cultivate primary school students' interest in music in music class. The content of music class is rich and colorful. Its biggest feature is to arouse the interest of primary school students through artistic activities, impress their emotions and let them receive music education happily. Primary school students have different degrees of interest in music, and teachers should pay attention to stimulating and cultivating this interest. Therefore, before preparing lessons, I will make some corresponding teaching AIDS according to the teaching content and use them in the classroom learning process to attract students' attention and stimulate their interest in music. I remember once in a music class, I taught my students to learn the song "Planting Corn". This is a nursery rhyme full of life and childlike interest. When Fan sang, I read the lyrics happily, played the rhythm and showed all kinds of food in the teaching aid (corn). At this time, the children became excited. Seizing this moment, I asked the students to read their favorite food in the same rhythm. Their interest has come and their motivation for learning has increased. Students in the senior grades of primary school still think mainly in images, but abstract thinking is gradually strengthening. In order to keep their interest in music for a long time, I try my best to adopt novel teaching methods to cultivate their interest in music. I asked the students to come to the playground to carry out "rhythm solitaire" music activities and let them show their personalities. With the encouragement of teachers, students express their feelings about music with different rhythms, dare to question and revise what they have learned, thus guiding the development of students' innovative thinking and making students' interest in music more intense and lasting. Third, music teaching methods should be flexible and diverse. Teachers should understand all students with their sincere understanding. Let them know that the teacher values him and make them willing to cooperate with the teacher. For example, in my class, there is a student named Yuan Wendong. Because of congenital lead poisoning and hereditary ADHD, I always like to laugh loudly in class and walk around the classroom, which often disrupts the normal teaching order. When I first arrived at their music class, I asked him to get up and sing, and the whole class burst into laughter. The students said he couldn't sing. I found that he didn't seem to feel anything in the face of the ridicule of his classmates. But as a qualified teacher, I have the responsibility to treat every student equally and fairly. He also has the right to receive music education and get fair love from teachers. After teaching a new song, I asked him to sing it to me alone. I was surprised to find that his sense of music was very good except for some words he didn't know. When a song comes down, the melody is basically correct. I told the class to be quiet and said loudly, "Students, the teacher found an insignificant little singer in our class. Do you want to hear it? " Next, please ask the students in the original building to sing our new songs. "The classroom is very quiet, and obviously everyone doesn't believe it. I then said loudly, "Let's ask the students in the original building to perform for us with warm applause." Yuan Jian suddenly stopped laughing and looked at me blankly, with a face of disbelief. I smiled and said to him, "No problem, you sing very well." He paused for a moment and sang a complete song. This is the warmest applause I have never heard in the classroom. The original building attended this class in an orderly manner. At the teaching exhibition of the future parents' open day, Xiao Yuandong's father reported to the class teacher after arriving at school that the children at home were suddenly very interested in music and even sat down quietly to listen to their favorite music. Thank you very much for the training of the school. Attention should be paid to the development of students' thinking, so that students' imagination and creativity can be brought into play at will. For example, when Phoenix enjoyed Naughty Little Alarm Clock and Birds, before listening, I asked students to imagine what kind of scene the concert would present after reading the topics and illustrations. The students' answers are varied and interesting, and their thinking is fully displayed. Then I entered the stage of listening to music. I asked my classmates to put their stories in to see if they matched or how they were appropriate. When listening again, let the students show the music in their own way. Some students show it through painting, some through gestures, and some directly through rhythm, which are surprisingly good! This made them deeply feel the different changes in strength and speed in music. Finally, I asked the students to divide into groups, draw what they thought in the music class, and held a competition, which greatly exerted the creativity of the students. Make full use of musical instruments to make students like music lessons. Fourth, make use of the power of pop songs to let students learn to appreciate music. For a long time, music education in middle schools in China has been deeply influenced by professional art education, and there has always been a tendency of "emphasizing technology over music". In the teaching content, we attach importance to the cultivation of professional knowledge and skills, while ignoring the cultivation of artistic feeling, expressiveness and creativity; In terms of teaching methods, we attach importance to the teaching rules of professional disciplines, but ignore the cultivation of students' interests and hobbies and the laws of aesthetic comprehension. This makes the students tired of music lessons. How to teach music well is the task of every music teacher. Combined with long-term teaching practice, the author talks about his own practices and experiences. First, let students learn music in an artistic atmosphere. In the process of music teaching, teachers should use various means to create artistic atmosphere for students and fully tap students' imagination. For example, when enjoying the Polish folk song "Rhododendron", in order to make students feel the humor of the song, the teacher deliberately imitated the call of the rhododendron in the song and asked the students: What is this sound? The class immediately became active, and the students excitedly replied: that's the cry of birds. At this time, students can be further guided: although this is only an episode, what effect did the whole song have? What should I do? If you slow down this crying twice, what effect will it have? This must be the cry of a sick and lifeless cuckoo. After positive and negative contrast, students not only have a deep understanding of this song, but also master the singing artistic conception of this song. Because the students are easy to understand, they all like this song. Educational science research shows that students' learning interest, enthusiasm and creativity are always associated with emotions. A student, if he likes a teacher, will study the subject taught by the teacher diligently and actively, thus gradually becoming interested in this subject. On the contrary, when students don't like a teacher, they will hate learning the course taught by the teacher, and then passively or refuse to learn the subject. . In the teaching of The Train is Leaving, students can sing after listening to the recorded model twice, but most of them sing with a straight face. I inspired them: "Have you ever been on a train? Who talks about the mood when taking the train? " The students got excited at once, and the students who had taken the train answered one after another. Some of them have been to Beijing, Shanghai and Nanjing ... and said that the teacher took everyone on a "trip" today. So I played the driver, the students played the passengers, circled in the classroom and sang the songs I just learned while playing. The students are full of emotion and excitement, and their songs are full of emotion and colorful.