The music curriculum standards clearly state: "Effective music practice activities cannot simply rely on imitation and memory. Independent exploration and cooperative communication are important ways for students to learn music." Therefore, cooperative learning is the new curriculum standard A learning method advocated is also an important strategy for changing students' learning methods. Effective group cooperative learning can form an open and inclusive learning atmosphere among group members, allowing group members to encourage and promote each other, forming a new pattern of "cooperation among group members and competition among group members", and achieving diversification of evaluation subjects and evaluation. The methods are diverse. With the continuous deepening of the new music curriculum reform, independent, cooperative, and inquiry learning are becoming the mainstream of music classroom learning. In particular, cooperative learning is increasingly used in music classroom teaching. But we have also seen some problems that teachers encounter in the process of organizing cooperative learning, such as: they are afraid of affecting the teaching effect or delaying time, so they dare not let students with difficulties speak; teachers only pay attention to the ideas of each group and do not care about the learning of individual members. The situation is that good students can represent their group; the task is too difficult, the division of labor among group members is not clear, students are afraid of the learning content, etc. In order for group cooperative learning to be carried out in an orderly and effective manner, I believe that there must be clear learning tasks during cooperative learning. Teachers must explain to students the learning content and goals, methods for completing tasks, evaluation standards, etc.; when working together, each member must be determined After the first grouping lasts for a period of time, the teacher can make appropriate adjustments according to the actual situation. This will give students the opportunity to cooperate with other students, and those timid and passive students with learning difficulties can also actively participate in learning. . For example, in the lesson "Everyone Comes to Work", I organized students to work in groups to create scenes of labor. Each group selected a group leader, who arranged the content of the labor performance, and the group members created the labor movements together according to the rhythm of the song. . The children's creative imagination is very rich. Some perform and sing to the rhythm, some simply sing with half the group members and half act, and some sing and act together enthusiastically... Of course, the teacher can also join one of the groups to let " The "team leader" arranged a "labor job" for the teacher, and the teacher's participation also added a lot of fun to this class. The close contact between children and their peers and the cooperation in writing lyrics increase students' interest in writing lyrics and enable students to actively participate in music practice activities. At the same time, it reduces the difficulty of editing and creation, making classroom teaching more open and humanistic. In a relaxed learning atmosphere, students' desire for expression and creative impulse are activated, their personality and creative talents are demonstrated through active participation, and their imagination and creative thinking are fully utilized.