1. Story method

Primary school students, especially those in the lower grades, love to listen to stories and have a strong interest in them. Before teaching, tell a story about the content of the song, and then naturally introduce the new lesson, thereby arousing students' interest, and then transfer this interest to learning songs. For example, when teaching the little musical "Little Cowherd", the teacher First tell the story vividly. Then ask: Do you still want to know the specific plot of this story? In this class, we are going to learn the story of "Little Cowherd" together (disclosure topic)

In the music class, there are many tunes or songs in the textbooks that have plots, and we can also use Rich associations, continuation of musical stories, creation of plots, and development of thinking. Such as "The Tortoise and the Hare", "A Hundred Birds Pay Attendance to the Phoenix", etc. After learning, students can become composers, lyricists, create sequels, and perform their own stories. The children's interest was naturally aroused.

When I was teaching the song "Twinkle Little Star", I first compiled the content of the song into a short story and told it to the children, so that they could get a sense of beauty from the intuitive image. I asked, what is it that flashes, flashes, and shines, like thousands of little eyes, hanging in the sky and shining brightly. "Classmates, guess what this is?" The children relied on their own life experiences and soon answered "stars" in unison. After confirming this answer, I then said, today we will learn to sing an American children's song "Twinkle Little Star". When this song is sung, there is a flashing, flashing, bright image in the children's minds. Students quickly learned the lyrics while listening to the story.

2. Performance method.

When students learn music, they should feel, understand and move about music, so that they can immerse themselves in the wonderful and strange world of music. In class, I boldly let students move, practice, and play! Feel the music while playing and let students perform boldly. For example, in music class, students can be put into roles and let them personally experience the songs through performances. For example, in the lesson "Little Red Riding Hood", I asked students to use the props prepared before class to play the roles of "Little Red Riding Hood", "Grandma" and "Grandma" respectively. "The Big Bad Wolf" plays this fairy tale. During the performance, the students feel as if they are immersed in the scene, hearing the sounds and witnessing the events. As a result, they are intoxicated in the fairy tale situation and their interest reaches the best state.

3. Game method

Children naturally love to play games, and games can increase musicality and interest in music classes. For example, when teaching the duration of notes, I will let students feel the duration of quarter notes and the rhythmic characteristics of the 42 beat through their own walking steps of "da da | da da". Then, further learn about eighth notes through the students' life experiences of "running faster than walking", "taking one step can lead to two steps", "running, running, walking, running, running", and the "tick-tick-tick" sound of the small alarm clock. time value. Lower grade students often cannot understand the length of notes. When teaching, I use the story of little monkeys picking apples to inspire students: two monkeys and four apples, that is, one monkey has two apples (half notes), and two more monkeys come It became one apple per person (quarter notes), and later there were half monkeys and the apple could only be divided into half (eighth notes). By explaining it this way, students can easily understand which notes are longer and which are shorter.

Furthermore, when the students just started to learn the basic scale, they were not familiar with the seven notes, so I divided the students into two groups to play the game. One group of students claps their hands and shouts 4, another group of students stamps their feet and sings fa; claps their hands again and shouts 6; another group sings la; claps their hands again and shouts 7; another group of students sings si... After repeating this question-and-answer game many times, it not only trains students' sense of pitch, but also cultivates their attention, gradually arousing children's interest in learning.

4. Body Rhythm Method

The students in the lower grades are young. If students are asked to sit still in a class, they will not be able to sit still, and the characteristic of those who have just entered school is that they are very active. , so when the students can basically sing a song, I will choose appropriate actions to increase the students' interest.

For example: when teaching the song "What is this" in the second grade: "Tick-tick-tick-dang-dang-dang..." I chose simple and appropriate movements to teach students to sing and dance at the same time, combined with "body rhythm", and the students He quickly learned the songs and memorized them. Another example: In the first-grade appreciation class "Starlight Cha Cha Cha", I directly let the students rhythm with the music without using any language, allowing them to use their bodies to feel the liveliness and joy of the melody, which fully mobilizes the atmosphere of the classroom.

5. Improvisation method

Music class is a very practical teaching activity. We should encourage students to actively participate in inquiry and creation to develop students' image thinking ability and develop students' ability to think in images. creative thinking, experience the beauty of music in editing, and improve their musical feeling, performance, and creative abilities. In the practical activities of self-writing, self-performing and self-singing, students can not only cultivate their interest in music, but also develop creative thinking and improve their performance abilities.

Example 1, in the lesson "Happy Concert", I used songs as a model to tell students that there are many musical instruments that can be played together in a "concert", and there are also many small animals. Let the students improvise lyrics and incorporate "winding and playing" instruments (violin, mouth organ, piano), lambs, pigs and other animals. The students' interest reached a high point and they happily took a music class. Example 2: Students have a natural love for musical instruments. We should inspire students to create musical instruments by themselves. For example, put sand in a can to make a maracas; or use a few spoons as a percussion instrument. In this way, all the creative enthusiasm of the students is revealed, and more musical instruments are made to accompany them. With such musical instrument accompaniment, the music class It is more active and truly turns the music class into an independent activity class for students.