Emotional education is an important part of music teaching. In actual teaching, most music teachers attach great importance to emotional education. However, due to inconsistent understanding of musical works, the depth of excavation is also inconsistent, especially the different entry points of emotional education, and there are obvious differences in the educational effects. Therefore, in music teaching, choosing the right entry point for emotional education has positive significance for improving students' interest in learning, enhancing the interest in classroom teaching, expanding the teaching imagination space, and deepening the emotional experience of music. Now, based on my own experience in teaching, let’s talk about how to carry out emotional education in music teaching?

1. Use appreciation teaching to induce emotions

Music is an auditory art, and its primary feature is "listening". Without musical ears, no matter how beautiful the music is, it becomes meaningless. In order for students to get the influence of beauty and emotional experience from it, music appreciation teaching is an effective way and also the best position. Then, in music appreciation teaching, we should pay attention to highlighting the characteristics of the music subject, following the perception rules of auditory art, providing students with diverse auditory content, and allowing students to learn music in the process of listening to music and perceiving music. Use colorful music to arouse students' emotional experience and guide them into a world rich in emotions.

In terms of excellent national music, excellent national music is the crystallization of thousands of years of human wisdom. As a precious cultural heritage of a nation, it should be an important teaching content of music classes. To make every student truly love national music, we must let students feel the splendid culture and strong national emotions of a nation from music. This requires listening to music works of different styles to experience the emotional and spiritual worlds of different eras and nations across time and space. For example, "Qinghai-Tibet Plateau" is a song with a strong Tibetan ethnic style; and "Xinjiang Hao" is a Xinjiang folk song with a strong fragrance of melons and fruits. As long as we can provide students with rich auditory experience content, our country's national music will definitely be loved by students, and it will definitely arouse students' love for the great rivers and mountains of the motherland, and arouse students' love for the national music of the motherland.

2. Emotional experience can help students understand music appreciation

Psychologically speaking, emotion is a special form of response to objective reality. It is a reflection of people’s response to the outside world. Attitude towards things is a person’s experience of whether objective reality meets his or her needs. From the perspective of artistic value, music is the most emotional art, the easiest to stimulate and mobilize emotions, and can well reflect personal cultivation. From practical teaching, emotional experience can be obtained and cultivated. Therefore, in music appreciation classes in ordinary middle schools, students can gain emotional experience and expression through a large amount of music practice, develop a certain level of understanding, evaluation, and appreciation abilities, and improve students' musical aesthetic accomplishment. For example: when appreciating "Good News from Beijing to the Border Village", through the auditory organs, the sound effects obtained directly collide with people's life experiences, gaining understanding and analysis of the work, producing an impact on people, and also producing a transcendence of time and space. , so that the audience can stay away from this situation and experience the environment and era shown in the music, and can breathe with the content of the performance, control their destiny, and experience the same thing. Use your own emotions to think and get new conclusions (results you think you are satisfied with) and so on. Emotional experience unblocks the main roles of teachers and music, students and music, and teachers and students. The emotional response generated will lead to the accumulation of music knowledge and content, the improvement of music interest, and finding music that suits you and matches your personality to listen to and gain enlightenment. In the current situation of few class hours and less content in middle school music appreciation classes, emotional experience teaching is even more important. To open the door to music, teachers must choose the right key. Emotional mobilization and cultivation are the best choices in teaching. The following is the personal experience written by Zhang Jian, a classmate of our school, in his diary after the seventh-grade music class was about to end: “The music appreciation class gave me a lot of music knowledge that I had never heard of before, but to be honest, it is not the music that remains fresh in my memory. Beethoven, Mozart, Chopin’s legendary music creation experience and popular famous songs, but the indescribable feeling that I was immersed in each piece of music: it seemed to be baptism in the temple again and again, washing away all kinds of troubles in my soul. The ashes produced wash out the bright colors of nature and a pure land of the soul; it is like mother-daughter conversations again and again, so cordial and real, you can pour out all your troubles and unhappiness, and you can get the most sincere advice. And the enlightenment is even beyond your expectations. When it comes to music, I always feel that I have a lot of thoughts and feelings, but I really can’t express them accurately in words, but I will never change my love for music.” This is a monologue from the heart of an ordinary middle school student. Personal emotions have been integrated with music and absorbed into a clear spring flowing naturally, which fully demonstrates the charm of emotional experience in music appreciation teaching

3. Sublimate emotions and purify the soul

Lenin once said: "Without human emotions, there has never been and cannot be the pursuit of truth." Therefore, in music textbooks: carry out emotional penetration, enrich students' emotional experience, cultivate students' aesthetic taste, and improve their health. Students' personality and improving their overall quality are the core goals of music classes. As we all know, "Butterfly Lovers" is a poignant love story that has been praised throughout the ages.

Regarding "love", a sensitive topic for middle school students, I do not avoid this issue in the teaching of "Butterfly Lovers". Instead, I guide students from a positive perspective to understand people's yearning for free love, the praise of noble and pure love, and the suppression of human nature by feudal ethics. of flogging. In order to uncover the mystery of this story and satisfy students' curiosity, and to further sublimate students' emotions, I expanded the ending of the story and left students with two questions for discussion: 1. Why did the ending of the story happen? The plot of "Butterfly" appears? 2. Why is the story of "Butterfly Lovers" spread to this day? The students argued endlessly and expressed their opinions. In fact, the result was no longer important. What was important was that the legend of "Butterfly Lovers" had deeply touched the hearts of the students, aroused their infinitely rich imagination, and inspired their curiosity, sympathy and The music hums, so that their souls can be moisturized and purified silently in the sound of music.

In short, music classroom education should strive to start from students’ level of understanding and cultivate students’ beautiful and noble sentiments, rich emotions, and sound personalities. Use music education to allow students to perceive more, imagine more, experience more, and create more beautiful emotions. And make full use of the direct or indirect emotional experience between teachers and students in classroom teaching to stimulate students' desire to understand beauty and create beauty, so that students' sentiments can be cultivated and the realization of beauty can be completed. Emotion is the bond of music teaching, and emotion is the soul of music classroom. In music teaching in primary and secondary schools, only by firmly grasping this link and achieving emotional, moving and educating people can music classes become students' favorite classes and students can truly gain from music classes. Enjoy and cultivate beauty! We must have music in our hearts and students in our hearts, give students the wings of musical dreams, and let our emotions soar with music.