Wang Xinxiu's singing class in Xinwu School is a key content of music teaching in primary schools. I found that students like singing now, but they don't like singing songs in music textbooks, and they like singing some modern pop music like Jay Chou. Is it because the songs in music textbooks are not good to listen to, which is too far from the students' hearts now? According to my observation, this is not the case. In the past, the so-called singing was that the teacher taught the students to sing the melody for a while, regardless of the singing method, singing state and emotional treatment of the song. Singing is an important part of music teaching in primary and secondary schools, and it is also an important link in classroom teaching. It is not only the cultivation of students' musical feeling ability and basic singing ability, but also plays a very important role in infiltrating beauty and improving artistic accomplishment. Teachers should combine with "double basics" in singing teaching, use a variety of teaching methods to teach students the correct singing methods, express the content of songs with appropriate emotions, and be full of sound and emotion, so as to cultivate students' singing expressive force. First, use the effective teaching method of listening and singing to improve students' music quality. Music is an auditory art, and different listening methods should be used in each teaching link to help students correctly interpret songs. In the listening and singing mode, students first get a perceptual knowledge of the songs by listening to the mode, tonality, rhythm and melody trend of the songs. On this basis, the training of reading spectrum is carried out to raise the original perceptual knowledge to rational knowledge. After a period of listening and singing training, students will accumulate some elements of music, such as rhythm, interval and duration. When this accumulation reaches a certain quality and quantity, they will transition from listening and singing learning stage to solfeggio learning stage. Before students have mastered the skills of reading music, listening and singing teaching is more in line with the basic law of their understanding of things. In the past, music teaching never involved the training of music memory, and listening and singing teaching filled the blind spot of music education. Through listening, memorizing and retelling music fragments, students' comprehensive application ability of music knowledge is improved. According to the investigation, most children are tired or at a loss of reading music in singing class. They think that it is not necessary to learn singing music first to learn a new song. Because they often learn more new songs from radio and television than from music classes, listening and singing teaching not only conforms to the psychological characteristics of modern primary and secondary school students seeking novelty and quickness, but also meets the teaching requirements of most teachers, and coordinates the differences between teachers and students in their understanding of music reading training. Because of the foundation of listening and singing before solfeggio, the students got rid of the embarrassing situation of being unable to open their mouths and dared to solfeggio loudly. Through solfeggio, students practice the basic rhythm and interval repeatedly, which is very helpful to improve their musical quality. Second, it is also an important step to establish good self-confidence in singing. Everyone knows the importance of self-confidence to people. If a person does not have good self-confidence, he will accomplish nothing no matter what he does. Self-confidence is particularly important for a singer, so how can we establish students' self-confidence? It requires the cooperation of both teachers and students. For example, when we are in class, we will find out the students' faults and correct them. This is the responsibility of every vocal music teacher, but we should avoid sarcasm and ridicule, which will seriously hit students' self-confidence. We should give more praise and affirmation to students, pay attention to each student's psychological changes in time, and maintain and cultivate students' confidence. Third, pay attention to the design of the lead-in link. Lead-in is the fuse to arouse students' interest and enthusiasm in music, and it is also the first important step for students to experience music and participate in music activities. Good introduction will make students deeply attracted from the beginning of class. Fourth, the teaching process of making students move, music lessons should be lively, and students' attention must be aroused, and their interest in learning must be stimulated. Teachers can talk, sing and dance to make students move, and they can't be idle. There are many movable contents. Rhythm imitation, the advantage of rhythm imitation is that it can attract students' attention quickly. Students want to imitate the teacher's rhythm accurately in order to show off their reaction ability, so they will listen to the teacher's demonstration quietly. Teachers take a beat of the complex rhythm in songs, and students will be more familiar with the rhythm through imitation, which will greatly reduce the difficulty in singing. Draw a melody line. There are two ways, one is to draw under the music, and the other is to draw in the air by hand. When listening to Fan's singing, in addition to letting students feel the mood of the song, I often let students look at the score and draw melody lines. When solfeggio music, I will draw the melody lines with my students' hands. In this way, when students have something to do, they will listen attentively, and by drawing melody lines, they can feel the role of melody ups and downs in expressing musical emotions. In my opinion, these measures are in line with the law of cognitive behavior. This model is helpful to improve students' auditory memory ability, students' initiative is fully reflected, and teachers carefully design and skillfully arrange the whole teaching activities, which greatly improves the teaching effect. These measures can not only cultivate sentiment and improve literacy, but also help to develop intelligence, especially in activating students' innovative potential. So that students can appreciate beauty, feel beauty, express beauty and create beauty in the process of music practice, make music lessons really alive, and make music lessons really glow with vitality. In short, in singing teaching, as long as we abandon the long-established teaching method centered on skills and adhere to the educational concept centered on music aesthetics and student-oriented, the aesthetic function of singing teaching will certainly be brought into play. Teachers and students' musical cultural accomplishment and artistic sentiment will certainly be developed.