Music teaching has become an important way to promote the healthy development of students' body and mind and cultivate creative talents. Music teaching for quality education must abandon all content and models that are monotonous, boring, and boring to students. It must be implemented subtly in a good mentality, a relaxed atmosphere, and a pleasant environment.

With the promulgation of new national curriculum standards and the implementation of new curriculum reforms, the traditional and single teaching model is gradually being eliminated, and the dominant position of teachers in the traditional teaching model is also changing.

The new curriculum embodies the modern education concept of "people-oriented" to improve students' aesthetic ability, develop students' creative thinking, form good humanistic qualities as the connotation, and pay more attention to the development of people. Among them, the "Music Curriculum Standards for Compulsory Education" focuses on music aesthetics as the core, hobbies as motivation, facing all students, focusing on personality development, paying attention to music practice, encouraging music creation, advocating subject integration, promoting national music, and understanding Diversifying culture and improving evaluation mechanisms are the basic concepts. Compared with traditional music education, the "New Curriculum Standards" have made all-round reforms in terms of the concept of music education, the content of teaching materials, teaching models, teaching methods and teaching evaluation systems. This is undoubtedly a "revolution" for the majority of music teachers who are accustomed to traditional music teaching. How teachers adapt to the "new curriculum standards" and become effective executors and active builders of the "new curriculum standards" as soon as possible will be related to the success or failure of the implementation of the "new curriculum standards". In this regard, I would like to talk about some superficial understanding and discuss it with my colleagues.

1. Understand the concept of new curriculum standards and change the concept of music teaching. Educational thoughts and educational concepts restrict people's educational behavior and affect the entire process of education and teaching. The implementation of any educational behavior must be based on correct educational thoughts and concepts. Human beings need music, and human life cannot be separated from music. It stands to reason that most students should love music, and this is indeed the case. However, over the years, our music education has been repeatedly rejected by students. The phenomenon of students who like music but do not like music classes has repeatedly occurred. It has even reached the point where students feel that the music class classroom is simply my execution ground. ?The point. One student said: "I get a headache when I mention taking music classes." Because as soon as I started music class, there were countless notes that I didn’t recognize coming at me, which made me unable to resist. What’s even scarier is that the teacher actually asked me to write it all down. How is this possible? I’m not a musical genius, but there are so many Doremis. It scares me to see them. It’s like murder for me to memorize them. The music classroom is simply my execution ground! Similar phenomena abound, and they have to make us think deeply! Indeed, for a long time, the content of our music classes has been monotonous and lagged behind the needs of the development of the times; the teaching methods have been rigid and run counter to the essence of music art. We pay more attention to the teaching and training of music skills and techniques but ignore the aesthetic characteristics of music art; we pay more attention to the emotional experience of the teacher and ignore the students' hobbies and musical emotions. This makes our music texts incompetent. Ignoring it, in a sense, is equivalent to obliterating the student's feelings and creative desires as an individual with a relatively independent and rich inner world, emotional experience, and aesthetic concepts. We should clearly realize that music education, as a basic subject, is first and foremost a basic quality education. It reflects people's thoughts, emotions and social life by teaching the auditory art of music, so that students can have a strong interest and hobby in music, have the ability to feel the beauty of music, expressive ability and preliminary appreciation and creative ability, and teach students How to understand life, feel life and create life in a certain sense, thereby promoting the development of students' sound personality and healthy personality, so as to achieve the purpose of cultivating students' all-round development.

Based on such an understanding, I adhere to the belief of "people-oriented, student-centered" and "let each student's personality be fully developed". Through teaching, I continue to cultivate students' strong interest in music and use this as a basis. Get to the point, guide students to understand life, feel life and create life in a certain sense with a positive and optimistic attitude, and cultivate a sound personality and healthy personality. After the new curriculum reform, the music teaching in our school pays more attention to the factors of students as human beings, pays more attention to the cultivation of human beings, and restores music to its original appearance of musical art, showing students a more relaxed and harmonious environment. It is a dynamic, dynamic music learning space full of beauty and strong human touch. Under the guidance of teachers, students enter the wonderful palace of music and art and enjoy themselves in the art palace. The situation of "people who like music but don't like taking music classes" has been reversed to a great extent.

2. In teaching practice, the change in the positioning concept of teachers' role needs to be attached to the specific teaching design and operation. Whether the role of teachers in teaching practice is accurately positioned directly affects the success or failure of teaching.

2.1 Respect students’ interests and hobbies, and transform the baton into a guide. Musical art has its rich connotation and extension, and is a comprehensive art form. Due to the constraints of age characteristics, personality differences, knowledge levels and other factors, students' preferences for music vary widely. In teaching, teachers should not limit their understanding of music education to narrow categories such as "knowledge" and "subjects", but should regard the values ??of "allowing each student's personality to fully develop" as fundamental and fully It embodies the idea of ??quality education that is people-oriented and students-centered. Throw away the absolute authority of teachers in traditional education, gain insight into students' interests and hobbies, understand what they like and don't like, and find the right entry point for teaching according to their interests and hobbies, make the best use of the situation, and turn the "baton" in your hand into leading students A "guiding stone" to explore the wonderful world of music.

Here, teachers are no longer preachers, and students are no longer copies of teachers’ thoughts and emotions; the curriculum is no longer a single textbook content in a pure sense. On the contrary, teachers can learn from Starting from students and from the perspective of students learning music, we study and solve a series of problems such as what students want to learn and how to learn. Under the guidance of teachers, students can also actively participate and learn happily. In this way, both teachers and students become the creators and developers of the curriculum and an organic combination that ultimately achieves the teaching goals.

2.2 Respect students’ emotional experience and change from “condescending” to “equal communication”. The essence of music education is aesthetic education, and the charm of music education lies in moving people with emotion, feeling people with emotion, and educating people with emotion. Its biggest feature is to arouse people's interests, touch people's emotions and educate people happily through artistic activities. In teaching, we tend to ignore students' emotional experiences and impose teachers' own thoughts and emotions on students. What is the result? Under the practice of fixed thinking patterns and learning methods over time, students have gradually lost the innate human instinct to feel music from the depths of the soul, whether it is cheerful or deep music, no matter you are in the classroom Many students will be indifferent and have no feeling at all when he appreciates it. Suhomlinsky once said: "For students, the best teacher is the kind of teacher who forgets that he is a teacher in teaching activities and treats his students as friends and like-minded teachers." Indeed, there should be no distinction between sincere emotions. Students and teachers alike have rich inner worlds and emotional experiences. In this sense, teachers and students are equal. In view of this equality, and in view of the ambiguity of the emotional expression of music art itself, the feeling and understanding of music art should not be absolute, and should not be just a simple addition. Therefore, in teaching, teachers should be willing to step down from the podium, pay attention to every emotion of students, listen to their hearts, encourage more and blame less; communicate more and command less; discuss more and discuss less. instill.

Only in this way will students change from passive to active, from accepting to participating, and our music class will become an interesting, equal and harmonious class.

2.3 Cultivate students' sensitivity to beauty and turn "technical teaching" into "artistic guidance". Aesthetics is the flash of perfect human nature. The process of aesthetic activities is actually a process of loving human beings, loving nature, and loving nature. Oneself, love the process of life. In aesthetics, people often endow their kindest and most beautiful emotions, especially the emotion of love, to the aesthetic objects. Love in the aesthetic sense is different from love in other moral senses. It is richer, more extensive and profound. A person with rich love must be the person with the richest aesthetic feeling. In turn, the richer the aesthetic feeling of a person, the richer love he has; a person full of love must be a beautiful person, and a society full of love It must be a beautiful society. In this sense, cultivating students with rich love is more important than cultivating students' technical talents. "Technical" teaching is short-lived and is easy to become unfamiliar and even forgotten; while "art" teaching gives students eternal benefits and can benefit them throughout their lives.

Music education is not solely about cultivating musicians, but primarily about cultivating people. Therefore, in teaching, teachers should try to avoid rigid and complicated skills training, but should start from the students and create some free space for them to discover and create beauty, so as to stimulate their enthusiasm for loving and spreading beauty. , so that beauty can take root, sprout, grow and grow in the hearts of students. In short, in teaching, we must take the "people-oriented" modern education concept as the guiding ideology, pay attention to the development of "people", pay attention to the cultivation of students' sound personality, and gradually transform teachers from teaching concepts, teaching methods, teacher-student relationships and other aspects role, adapt to the "new curriculum standards" as soon as possible, and become an effective executor and active builder of the "new curriculum standards". Only in this way can we adapt to the rapidly developing social needs, and our music education can truly adapt to the requirements of quality education and shoulder the sacred mission of cultivating and shaping people.