To achieve the effectiveness of teaching, we must work hard to scientifically formulate teaching objectives, reasonably design teaching links, actively create classroom situations, flexibly use classroom language, and make full use of classroom evaluation.

1. Scientifically formulate teaching objectives. Music classroom teaching is a flow process in which both teachers and learners acquire, process and output knowledge and information around certain teaching goals. Scientifically formulating teaching objectives is an important factor in improving the effectiveness of this flow process and achieving high efficiency in classroom teaching. Optimizing teaching goals can be carried out in three steps:

1. Set semester goals according to the new curriculum standards. In order to better grasp the direction of music teaching this semester, understand the key points and difficulties of music teaching in this volume, and based on the actual situation of students, a detailed and clear overall teaching goal for the semester was formulated according to the teaching requirements of the new curriculum standards. This will serve as a good guide to the teaching objectives to be accomplished in each class.

2. Set classroom goals based on semester goals. Each class should have a scientific and clear direction that can reflect the essential content of the teaching material, and this direction and goal must be based on the overall goal.

3. Formulate link goals based on class goals. After grasping the overall direction of classroom goals, refining each teaching goal is the fundamental way to achieve effective teaching. In every music class, the classroom is realized by link goals, and the link goals are unified by classroom goals. This is the principle of effective teaching. Their relationship is that of whole and part. Without overall classroom goals, the organization of classroom teaching will be unclear and chaotic. If there are only classroom objectives but no link objectives, teaching will appear empty. Therefore, after having the classroom goals, we must pay attention when formulating the link goals. There are several link goals, all of which serve to achieve the classroom goals. They must be targeted and have a slope, so that students' thinking can go through the process of "climbing" and continue to develop. Arouse students' enthusiasm and desire to "jump up and pick fruits".

2. Reasonable design of teaching links. The rationality of teaching links is the prerequisite for effective teaching in music classes. Any successful music class has teaching links that attract students. Reasonable design of teaching links also includes teachers who can reasonably adjust teaching links according to the actual situation of the classroom. Since music teachers teach many classes, music teachers should have good qualities to flexibly adjust teaching links according to the receptive abilities and personality characteristics of students in different classes.

3. Actively create classroom situations. Comprehensively creating a good classroom situation is the key to achieving effective classroom teaching. During the discussion of the "Effective Teaching" model seminar in our school, we designed different classroom introduction forms according to different course types - story introduction, game introduction, scene introduction, etc. These situational introduction forms will bring unexpected effects to our music classroom.

4. Use classroom language flexibly. The soul of teaching activities lies in teaching language skills. If the teaching language skills are well mastered, the classroom atmosphere can be lively and active, thus improving the effectiveness of classroom teaching. Because of its artistry and close relationship with life, music classes need more sophisticated language to stimulate students' interest in music. For example, in the lesson "Home on the Pasture", the teacher's most frequently used language in the classroom is "the teacher heard a few lines that were not sung well", "not very good yet", "do you want to sing it again", students are here Under the guidance of this language, I lost some confidence and developed aesthetic fatigue from listening to music over and over again. The final result was: after a class, not only did I not learn the songs, but the students' enthusiasm for learning was also hit. When using teaching language, attention should be paid to grasping the characteristics of students, and different teaching languages ??should be used for students of different ages. I remember when I first stepped onto the podium, I said to the fifth-grade students: "Children..." But to the second-grade students, I stiffly said, "The syncopation rhythm is..." The results can be imagined. You know, the fifth-grade students said I was too naive, and the second-grade students couldn’t understand what I was saying.

5. Make full use of classroom evaluation.

Any evaluation is not random. From the stingy praise before the curriculum reform to the ubiquitous "You are great!" after the curriculum reform, teachers have many misunderstandings about classroom evaluation. As the curriculum reform continues to deepen, we also find that the classroom The evaluation system is becoming more and more perfect, and teachers have their own tips on how to use classroom evaluation well. However, several principles are followed: 1. Evaluation should be based on the age characteristics of students, and evaluation should be based on students' psychological growth. For example, students in lower grades have poor self-discipline and are more curious. They tend to make small moves in class or fail to keep up with the teacher's classroom rhythm. At this time, we can guide students who do not perform well by rewarding other students who perform well. And attract students' attention through games. Music education is an important part of comprehensive quality education. Its art education function has its own uniqueness and cannot be replaced by other subjects. Therefore, it is necessary to pay attention to effective teaching research in music classrooms.