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 enlighten even more than you expected.

When it comes to music, I always feel that I have a lot of insights and feelings, but I really can’t express them accurately in words, but I will never change my love for music. This is a heartfelt monologue from an ordinary middle school student. Personal The emotion has been integrated with the music, absorbed and turned into a clear spring flowing naturally, which shows the charm of emotional experience in music appreciation teaching

3. Sublimate emotions and purify the soul

< p>Lenin once said: “Without human emotions, there has never been and cannot be the pursuit of truth. "So, in music textbooks: emotional penetration, enriching students' emotional experience, cultivating students' aesthetic taste, improving students' personality, and improving students' overall quality are the core goals of music classes. As we all know, "Butterfly Lovers" is a A love story that has been praised through the ages and is a poignant one. Regarding the sensitive topic of "love" 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 and noble innocence. The praise of love and the lashing of feudal ethics that suppress human nature. In order to uncover the mystery of this story and satisfy the students’ thirst for knowledge, and to further sublimate the students’ emotions, I expanded the ending of the story and left it to the students. Let’s discuss the following questions: 1. Why does the plot of "Butterfly" appear at the end of the story? 2. Why is the story of "Butterfly Lovers" spread to this day? Students argue endlessly and express their opinions. In fact, the result is not important anymore, what is important is "Butterfly Lovers". The legend of music has deeply touched the hearts of students, aroused their infinite imagination, inspired their curiosity, sympathy and enthusiasm, so that their souls were moistened silently by the sound of music.

In short, music classroom education should strive to start from students’ level of understanding, cultivate more beautiful and noble sentiments and rich emotions in students, and use music education to make students more mature. Perceive, imagine more, experience more, create more beautiful emotions, and make full use of the direct or indirect emotional experience of both 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 achieved. Emotion is the link of music teaching, and emotion is the soul of music classroom. In primary and secondary school music teaching, only by firmly grasping this link and using emotion to move people, and to educate people with emotion can music classes be successful. Only classes that students love can truly enjoy and be cultivated in music classes! 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.