Teaching evaluation is an important part of classroom teaching. The author believes that teachers should identify the evaluation entry points of each link in primary school music classroom teaching, conduct permeable evaluations of primary school students' music learning, and give full play to the motivating role of evaluation, which can effectively activate the music classroom and improve the teaching efficiency of the music classroom.

1. Integrate evaluation into teaching assumptions

The author believes that in order to carry out meaningful and valuable evaluation, teachers should base their teaching content, teaching objectives and students’ The actual situation must be carefully preset in advance. Infiltrating evaluation in the process of preparing lessons can achieve the effect of "having feelings before the tune is formed".

1. Default evaluation content. When writing lesson plans, teachers should preset evaluation content based on specific aspects of teaching and mark it on the lesson plan. For example, when teaching the lesson "Big Tree Mother", teachers can make presets as follows when preparing lessons before class: ① Qualitatively evaluate students' enthusiasm, participation and initiative; ②Quantitatively evaluate students' singing of songs by heart; ③ By learning songs, students can feel the greatness of maternal love. Ask students to talk about what they want to say to their mothers, and make evaluations based on the actual situation.

2. Default evaluation criteria. Effective evaluation is inseparable from specific standards. Therefore, when preparing lessons, teachers should make the specific standards of evaluation reflected in the lesson plan. For example, when teaching "La Gou Gou", the author made the following presets for the evaluation criteria: ① Whether students can appreciate music quietly. ② Whether students can accurately beat the rhythm of three beats. ③Whether students can actively participate in singing performances. ④ Whether students can sing this song by heart. ⑤ Whether students can confidently create the action of "Pull Gou Gou". ⑥Whether students show a spirit of cooperation and whether students have coordination skills. By presetting in this way, the content of the evaluation is very rich, extending from the evaluation of students' music appreciation ability to the evaluation of students' participation attitude, creative thinking, performance ability, desire to cooperate, coordination ability, emotional experience and many other aspects.

2. Integrate evaluation into the teaching situation

The "Music Curriculum Standards" point out that the music subject has strong mobility. In primary school music teaching, teachers must be good at teaching according to the The teaching content creates vivid and interesting music activity situations for students, so that students can learn music knowledge happily in music activity situations. Teachers should be good at integrating music evaluation into music activity situations.

For example, when teaching "Willow Girl", the author creates a music activity situation for students like this: I first play the song "Willow Girl". After the students appreciate the song, the author asks the students to talk about what the song expresses, and then guides the students to draw the willow girl, talk about it, perform it, and sing it, so as to feel the beauty of the willow tree and the beauty of spring. . In the music activity situation created by the author, students carried out many activities such as painting, speaking, acting, and singing. Then, the author organized students to comment on what they and their classmates drew, said, and acted. During this process, the students reflected and summarized the results of the activities and received good teaching effects. In fact, evaluation has already been carried out seamlessly in this musical activity context. In this activity situation, students not only carried out corresponding music activities, but also made positive and negative evaluations of their own activities and the activities of others. It can be seen that infiltrating evaluation in the context of music activities can give full play to the effectiveness of evaluation.

3. Integrate evaluation into musical imagination

Music works express the theme content through musical elements such as notes, rhythm, and melody. Music is highly imaginative. In the teaching of primary school music classes, teachers should be good at guiding students to open the wings of imagination for music learning based on the content of musical works, and infiltrate effective evaluation in the process to promote the efficiency of classroom teaching.

For example, teaching "The Grassland is My Home". On the basis of students learning the songs, the author guides students to use their imagination and reproduce the lyrics through action performances. Some of them imitated riding horses, and some imitated whiplash... At this time, the author asked several students who had done well to come to the podium to demonstrate for the whole class, and asked other students to cheer them up with singing. During this process, the author took the opportunity to comment on the students' performance movements and also evaluated the accompaniment of other students, again emphasizing the use of singing skills. During the activity, the students let their thoughts fly, engaged in active imagination, gained a deeper understanding of the connotation of the song, and mastered the skills of singing. The teacher's evaluation is invisible, effectively stimulating students' enthusiasm for learning, and skillfully guiding students to discover their own shortcomings and take the initiative to improve.

In summary, evaluation is an important part of classroom teaching and a "catalyst" for optimizing classroom teaching. In primary school music classes, teachers should start from three aspects: teaching presets, teaching situations, and musical imagination, based on the characteristics of the music subject and the actual conditions of primary school students, to penetrate the teaching evaluation.