The "Decision on Deepening Educational Reform and Comprehensively Promoting Quality Education" promulgated by the Central Committee of the Communist Party of China and the State Council officially included aesthetic education in the education policy, thus clarifying the status of aesthetic education in school education. For basic music education, which is an important way to implement aesthetic education, this is like a spring breeze. Its important significance is that it will greatly improve the initiative and consciousness of music education in implementing aesthetic education, and will help music education truly realize aesthetics as its core. The music discipline with aesthetic education as its basic attribute is significantly different from other disciplines in its education and teaching forms and processes, that is, it downplays the naked knowledge transfer process in educational activities and replaces it with the active input of both teachers and students. , emotional communication activities that attract each other, and regard this activity itself as one of the educational purposes. Rodin said "art is emotion". The beauty of music is a special way of expressing emotions. As an important way of aesthetic education, basic music education is characterized by emotional aesthetics. This indissoluble bond between emotion and beauty determines the fundamental method of basic music education: educating people with emotion and educating people with beauty. Due to the influence of the traditional subject education system, music teaching can easily produce phenomena that are contrary to music aesthetics. Such as music reading training starting from music scores and notes, rhythm training starting from time value, auditory training focusing on intervals and chords, etc. This kind of rational and boring mechanical training is unlikely to give students aesthetic experience. It is inevitable that students will be bored with this kind of learning. The correct approach should be to regard music teaching as a process of aesthetic perception and aesthetic discovery. There are many factors that affect music aesthetics. Below we make a brief analysis from the aspects of teaching content, teaching methods, teaching environment, etc.: l. Aesthetic Factors of Music Teaching Content Music teaching content is the basis of music teaching and the objective condition for students to obtain music aesthetic feeling and experience. Therefore, it is extremely important to choose songs and music that have appreciation value and can evoke beauty as music teaching materials. It is the basis and premise for realizing aesthetics as the core of music teaching. The aesthetic factors of music teaching materials include: beauty of conception, beauty of situation, beauty of phonology, beauty of melody, beauty of orchestration, beauty of accompaniment, etc. For example, a good song teaching material is always close to the students' lives and expresses the children's voices: it may contain a beautiful meaning, express a warm heart song, bring out a beautiful dream, or show a fiery atmosphere. feelings. The beauty of this kind of conception and situation has a profound appeal to students and will cause the seeds of beauty to sprout in their hearts. At the same time, good song teaching materials should also have the characteristics of "beautiful" and "singable". Only beautiful tunes can produce moving and touching artistic charm, making students want to listen and sing again and again. Never get tired of singing a hundred times. This kind of melody and phonological beauty attract students like a magnet. Over time, it naturally develops the aesthetic effect of "moistening things silently". Music appreciation teaching materials should reflect classics and documents, showcase the essence of human music culture, and display the crystallization of beauty. The focus of the "beauty" of instrumental music teaching materials lies in concise and concise arrangement. Through orchestration, the rich beauty of timbre and texture, the beauty of change and the beauty of harmony are displayed. Music teachers should be good at discovering and exploring the aesthetic factors of music teaching materials, actively integrating their own music aesthetic experience into the analysis and processing of teaching materials, and forming a strong and rich musical aesthetic motivation and aesthetic desire. 2． Aesthetic Principles of Music Teaching Methods As a way and means of aesthetic education, music teaching has different teaching methods from those of general subjects. The main manifestations are: starting from sensibility, touching people with emotion, touching people with beauty, and paying attention to the potential effect of education. In summary, it follows the following principles: (1) The principle of participation. The basic meaning of the principle of participation in music teaching is: in the process of music teaching, educators create a good music art and educational atmosphere, and stimulate students to be active as much as possible. Actively and fully participate in music practice activities, so that they can gain musical aesthetic experience. For primary and secondary school students, to a certain extent, music art is not mainly a piece of knowledge, but an inner experience, an experience of music aesthetic pleasure, which is impossible for those who have not personally participated in music activities. Get such an experience. Therefore, the music teaching process should be a process in which students participate in and experience music under the inspiration and guidance of teachers. Without the participation of the student body, it is difficult to have real music teaching. To a large extent, music art is something that can only be understood but cannot be expressed in words. It is only taught orally by teachers without students’ personal participation and experience. Even music knowledge and music skills are very difficult for students to understand. It is difficult to truly understand and master, let alone appreciate and recreate musical works. Only when students participate in music activities, integrate with music, and actively explore, understand, and experience on their own, will the true understanding and mastery of music knowledge and skills, especially the appreciation and creation of music, become possible. . Implementing the principle of participation in music teaching requires teachers to try their best to design the music teaching process into music activities that are conducive to students' active participation, including music appreciation activities, music performance activities, music creation activities, etc., and at the same time integrate relevant basic cultural knowledge of music The content is integrated into music activities, allowing students to learn incidentally. In music teaching activities, it is necessary to ensure that students have the dominant position in the activities. Students are the protagonists of the activities and not just the audience. Teachers are planners and appreciators rather than referees or judges.

Teachers should create a good physical environment for students to participate in activities and liberate students from the kind of listening-style seats with little room for movement. (2) Emotional Principle Music is an emotional art. Music can transfer people's emotions much more powerfully than other arts, and can enter people's emotional world more directly and powerfully. Aesthetic education is essentially a kind of emotional education. Emotion is the most active psychological factor in the process of music aesthetics, and is the driving force and mediator of music aesthetic feelings. Firmly grasping the principle of emotion in music teaching and igniting students' emotional sparks from time to time will effectively open the window of students' souls, allowing them to enjoy beauty and cultivate their kindness amidst the excitement and excitement of their emotions. Harmonious emotional communication between teachers and students is an important symbol of optimizing the aesthetic effect of music teaching. Art cannot tolerate preaching, and aesthetics cannot rely on indoctrination. The teacher and the taught exchange aesthetic information through the aesthetic medium of music. There is no authority and coercion like intellectual education and moral education. The relationship between the two parties is completely equal. The key to establishing this good relationship between teaching and learning lies in the teacher. Music teachers should first throw their emotional ties to the students and create a teaching atmosphere of equality, democracy, and mutual communication. (3) Pleasure principle Music is the most important spiritual food for human beings. The reason why people need it is because it can give people pleasure and enjoyment, and can make people feel spiritually happy and beautiful. It can be said that aesthetic pleasure is one of the essential characteristics of musical art. It is precisely because music is pleasurable that people can actively participate in music aesthetic activities while feeling comfortable. Therefore, maintaining students' good mood and allowing students to fully experience the joy of music is not only a prerequisite for the success of music teaching, but also one of the purposes of music teaching. The pleasure of music teaching is the psychological mechanism for the emotional experience and optimization effect of aesthetic education. When students are in a happy state, it is most conducive to forming a superior excitement center, making "learning is a kind of hard labor" covered with a color that they are willing to accept actively. This situation of changing "hard study" into "joyful study" is most suitable to be reflected in music teaching. This is the so-called principle of "music (music) is joy (happiness)". The fun and gamification of music teaching methods not only bring great happiness to students, but also make them have a strong interest in music, turning "asking him to sing" into "he wants to sing", thus producing lasting music Motivation to learn. 3． The aesthetic characteristics of the music teaching environment The aesthetic characteristics of the music teaching environment are mainly reflected in two aspects, one is the beauty of the auditory environment and the visual environment, and the other is the harmony between the two. This is the external condition to create a good music teaching atmosphere and situation. Music is a sound art, and one of the basic means of music teaching is listening. Beautiful sound is a key factor in creating a good listening environment. Clear and pleasant sound brings pleasure to people's hearing and induces a sense of beauty. And bad sound is annoying and irritating. In music teaching, teachers should avoid bad sound, such as the volume of the tape recorder is too loud, the sound quality is too sharp, or the playback is interrupted with a "pop" before the music ends, and the piano or organ is played with inaccurate rhythm, so that A student plays a harmonica that makes a lot of noise due to corrosion of the reeds...etc. A beautiful visual environment is also important for music teaching. The layout of the music classroom should be elegant and artistic. The arrangement of seats and the placement of musical instruments should be innovative and inviting. Songs and wall charts should have the meaning of visual appreciation. The use of other teaching methods (slideshows, videos, multimedia, etc.) should all follow the principle of striving to create an aesthetic atmosphere and situation.