1. Integrate the image characteristics of musical works and improve students’ imagination. Art education is always based on a certain vivid and vivid artistic image. Music thinks through complex human artistic images-----Lenovo , fantasy, imagination and a series of stages, thereby indirectly expressing the objective world. The image of music helps to improve students' ability to feel and experience music, express and create, appreciate and evaluate music. Therefore, in terms of music education methods and means, efforts should be made to find auditory intermediaries, through association and imagination and other psychological processes. The process of achieving accurate perception and deep understanding of music is a very important aspect. To improve students' imagination ability, it is mainly carried out through the following aspects: 1. Creating scenarios to cultivate students' imagination ability: by creating scenarios for students, starting from specific scenarios to feel the artistic conception expressed by abstract musical language, thereby arousing students' imagination , guide students to develop rich associations, improve students' ability to think in images, and effectively achieve the purpose of music education. Music is a language unique to human beings. It cannot be seen or touched, it can only be understood but not expressed in words. It is different from painting, modeling, and sculpture that intuitively reflect the objective world. Instead, it reflects the objective world through melody, rhythm, harmony, and timbre. As the basic means of expression, music stimulates people's auditory organs through sound, so that people can imagine in their minds and obtain auditory images, so it has the characteristics of "fuzzy"; at the same time, music, as an art of sound, also Unlike language, which has clear semantics, the language of music, the second language of human beings, has non-semantic characteristics. Therefore, students will inevitably be confused during the process of music appreciation, and even complain that the music works are too abstract and difficult to understand. However, it is precisely because of the vagueness and non-semantic characteristics of musical works that it has a broader space for association than other art forms, and it also has infinite charm. However, for students, due to their experience and knowledge accumulation Limited, and with less exposure to music works - many students only listen to pop songs in their daily music activities, but know little about the vast number of excellent Chinese and foreign music works, which inevitably makes it difficult to understand or understand some works. Can't go deep. In teaching practice, visual means such as painting, projection, and multimedia are used to visualize musical works, and to inspire students' associations and imagination through visual images, which can sometimes achieve twice the result with half the effort. While enjoying the excerpt "Bao Longtu Meditating in Kaifeng Mansion" from the Peking Opera "Guillotine Case", I showed the stage performance video to the students. While enjoying the vigorous and bold singing, everyone watched the upright and mighty performance of the actors, that is, they felt the power of the music. The rhythm and rhythm are beautiful, and at the same time, the understanding of the characters is deepened through visual experience. Students report that such music classes are relaxing, enjoyable and rewarding. Some people say that painting is solidified music, and music is the graceful shadow of painting. Sometimes we can let students have more specific and rich associations with music through a vivid picture. Appropriate use of some vivid pictures to create an associative space in the process of music appreciation can help students enter the artistic conception of the music and deepen their understanding of the work than simply explaining it. 2. Use cooperative teaching to strengthen students' subjective imagination activities. The famous music educator Tao Xingzhi once said: "The best condition for creativity is democracy." It can be seen that teachers and students should be on equal footing in teaching activities. In the past teaching process, too much emphasis was placed on the leading role of teachers and the main role of students was ignored. Only teachers asked students, but few students asked teachers. Since then, students' curiosity and desire for knowledge have been suppressed, and they only Will stick to the rules. Only by integrating yourself into students, being their friends, paying attention to emotional communication and exchanges with students, and encouraging students to question and ask questions, can you inspire students' spiritual sparks. If you only tell students about your own emotional experience when appreciating a musical work, then the cultivation of students' aesthetic experience and emotional goals will be minimal. If this practice of teachers' one-on-one opinions is abolished, it will be a completely different world. The cooperative teaching method is an effective method that can fully mobilize students' enthusiasm and change the problems caused to students by teachers' one-on-one opinions. An attitude of not asking for explanations. In the past teaching, students relied too much on teachers to solve problems. In cooperative teaching, because an atmosphere of independent thinking and cooperation is created, students' independent analysis and problem-solving abilities are strongly promoted, and students' learning initiative It has been strengthened, the mind has been liberated, and students can better use rich associations, thereby improving students' imagination ability. When appreciating the violin concerto "Liang Shanbo and Zhu Yingtai", I asked the students to find background materials related to the story of "Liang Shanbo and Zhu Yingtai" by themselves, and combine them with the background knowledge they knew before class. Appreciate "Liang Shanbo and Zhu Yingtai" and write down the parts that you cannot fully understand during the appreciation process, or the parts that you have unique insights into. During class, I first asked the students to express their own opinions on their initial feelings and questions about the work. Many students introduced the relevant knowledge they had learned and talked about their understanding and opinions of the work. For example, some students learned that there are repertoires about Butterfly Lovers in Yue Opera, folk songs about Butterfly Lovers, and some students even sang popular songs based on the theme music of "Liang Shanbo and Zhu Yingtai"; at the same time, everyone also put forward some A very valuable question. Through mutual exchange and discussion, the students deepened their understanding of this work.

On this basis, I led the students to enjoy "Liang Shanbo and Zhu Yingtai" together. During the appreciation, I occasionally explained the structure, melody, rhythm and other characteristics of the music to guide students to have an in-depth understanding of the work. Through such teaching activities, students' learning initiative is mobilized, and everyone actively acquires knowledge and solves problems through various channels. This method of acquiring knowledge through their own efforts enables students to actively accept beautiful education and experience it at the same time. To the joy of success. 3. Use comparative analysis to cultivate students’ associative perception. When we conduct music analysis, we often find that contrast is a frequently used creative method in many musical works, and in some instrumental music genres, contrast is precisely Important principles of music creation, such as trilogy, are the most typical examples of the application of the principle of contrast. In most musical works, there are contrasts of sections and phrases. It can be said that contrast is the basic driving force for the development of music. . Therefore, in the process of music appreciation, the perception of music emotions and music images is often carried out in comparison. In actual music teaching, applying the comparative method to appreciation teaching can accurately capture musical images, clearly identify sound effects, and cultivate students' rich imagination abilities. The comparative method can give full play to the role of students as the main subject in the classroom, mobilize students' enthusiasm for learning, make the classroom atmosphere more active, and change the learning situation in which students passively accept. Through the application of the comparative method, students feel that their understanding of the works is no longer abstract and boundless, but becomes concrete and vivid, thus enhancing their interest in music and improving their ability to feel and understand music. For example, in the class "River Water", I asked students to compare the changes in melody, rhythm, emotion, etc. in the three sections of the music when appreciating the work, and to associate the complexity of the protagonist in the three sections of the music. Mood, students take the initiative to feel the melody, speed, intensity of the music work and the changes in the artistic conception of the music as the music progresses. When analyzing the characteristics of the melody of the music, students talked about the changing characteristics of the melody such as "descending", "gentle" and "ascending", as well as the rhythms such as "slow, intermittent", "wide rhythm", "fast and tight" changes and emotional changes such as "desolation, sadness", "melancholy, memories", "anger, agitation, helplessness". While conducting comparative analysis, students are guided to think about the reasons for the tragedy of the protagonist and the ideological connotation expressed in the work. Through such comparative analysis, students can naturally grasp the theme image of the music and understand the main idea of ??the work. Students are not only influenced by the beauty of music, but also receive invisible education ideologically. Using the comparative method to teach can enable students to strengthen their understanding of the rhythm, melody, emotion and other elements of music through comparison, deepen their understanding and memory of the image of the work, and better achieve the accumulation of excellent musical works, thereby improving Students' comprehensive musical literacy and improve students' imagination. 2. Enrich the accumulation of excellent works and cultivate noble aesthetic concepts and moral sentiments. The improvement of music appreciation ability cannot be achieved overnight. It requires the accumulation of rich excellent works in the long-term and continuous appreciation process. Over time, the appreciation of music will be improved. Interest in and appreciation of excellent musical works. For the accumulation of works, I mainly pay attention to two aspects: first, deepen the impression of the works by singing the themes and melodies of excellent works by heart. The theme melodies of excellent musical works are often easy to sing. Students will involuntarily sing along with the theme melodies of works such as "Liang Shanbo and Zhu Yingtai" and "Er Fountain Reflects the Moon" when listening. By repeatedly listening and singing these theme melodies, students can feel the rich expressiveness of music's melody, rhythm and other elements, and deepen their understanding of the works. By accumulating a wealth of excellent music works, students can improve their music appreciation. ability. Second, carefully selecting and arranging classroom content to guide students to appreciate ideological and artistic musical works during the teaching process is very important for improving students' comprehensive artistic accomplishment and appreciation ability. However, when this teaching goal is specifically implemented, We must also pay attention to flexibility and effectiveness. Only careful selection and arrangement of classroom content can achieve twice the result with half the effort. In teaching practice, I mainly select works in the following aspects: works based on folk legends and historical stories, such as "Liang Shanbo and Zhu Yingtai", "Yuyang Mingui Comes to the Land", and "1812 Overture" and Shostakovich's "Seventh Symphony"; these works are based on legends and historical stories. By understanding the stories, students can quickly understand the composer's creative intentions, and then feel the rhythm of the music. , melody, harmony and other elements will produce corresponding emotional experience. When appreciating the violin concerto "Liang Shanbo and Zhu Yingtai", since students are very familiar with the love story of Liang Shanbo and Zhu Yingtai, when appreciating the music, they will naturally have corresponding emotional experiences along with the content of the music, and can By making relevant associations, students with themes such as "***reading***playing", "Caoqiao sworn homage", "eighteen years of farewell" and other themes can immediately imagine the artistic conception expressed by the music. Works with a strong national and folk style, such as "The Moon Reflects on Two Springs", "Moonlight Night on the Spring River", "River Water", "Rhapsody in Blue" and folk music "Sanliu", "Fishermen's Song", etc.; these works have The strong national style and regional characteristics, often with graceful and smooth melodies or bright tones, can first catch students' ears in terms of sound perception and arouse students' interest in the works.

For example, students will be shocked when the melodious and cheerful flute sound of "Journey to Suzhou" by Jiangnan Sizhu is played. Its rich Jiangnan style, brisk rhythm, and gorgeous melody deeply attract students to freely expand their association and imagination. wings. Another example is the ethnic minority music "Fishermen's Song". Its beautiful melody, unique style, and the timbre of Bawu's rich ethnic minority personality immediately bring students into the artistic conception of beautiful scenery and pleasant scenery. These works often leave a deep and lasting impression on students and play a great role in enriching the accumulation of students' works. Works based on natural scenery, such as "Blue Danube", "On the Steppes of Central Asia", "Vltava River", etc.