How to improve interest in music learning. Interest is the basic motivation for students to learn music. Let students enter the classroom with strong interest and always maintain a positive attitude and pleasant experience in music learning. This requires every music teacher to be able to use various skills and adopt various flexible teaching methods to make music classes lively and interesting, and truly become a spiritual paradise for students.

I think we can start from the following aspects:

1. The singing style of music teachers is an important factor that cannot be ignored in music teaching. It can fully stimulate students' interest in singing. Increase the enthusiasm for learning, enhance emotional exchanges between teachers and students, and achieve emotional resonance with students. Therefore, before each singing class, I will listen to the recording carefully to understand the content and style of the lyrics, and feel the speed, intensity and emotions expressed in the work, so as to better complete the singing process and inspire students to learn to sing. purpose of interest.

2. Use flexible teaching methods to solve learning difficulties. Students are the main body of the learning process. Only by fully mobilizing and giving full play to students' enthusiasm and initiative in the learning process can the transformation of knowledge and ability be achieved. For example: Teacher Wang Zhijie’s lesson "Into Africa" ??starts with a rhythm game and goes deeper layer by layer so that students can gradually master the rhythm of the song. When the students master the rhythm of the song, Teacher Wang asks the students to divide into groups and sections. Use instrumental music to play song melodies and experience the joy of self-study and competition. Finally, music practice activities were designed to create rhythms for specific situations, allowing students to further understand the rhythm characteristics of African music and the close relationship with drums in practice, and experience the unique music culture of Africa.

3. Use multimedia to play a supporting role. The rational use of multimedia in music classes can enable students to have a more direct audio-visual experience of music. Multimedia demonstrations are very vivid and specific, which can attract students' attention, make illusory music images concrete, make complex music knowledge simple and interesting, make up for the invisible and intangible defects in past music teaching, and help students understand well. Musical works to enhance students’ interest. For example, in the lesson of teaching and singing "Everyone Rows and Sails a Big Ship", the lining words 5 1 5, 5 2 5, fourth and fifth intervals, are difficult for students to master. I vividly use the form of "carrying a pole" to express this musical interval relationship, and give students a visual impact through the pictures on the courseware. This difficulty was quickly resolved.

4. "Encourage" teaching and enrich evaluation language. In music classroom teaching, teachers should be good at using "encouragement" teaching and learn to discover the shining points of each student and affirm them. In this way, it can not only enhance students' sense of honor and pride, but also activate the classroom atmosphere and stimulate students' interest in learning. In the usual classroom, after teaching a new song, I often use group competitions to familiarize and consolidate the song, which is conducive to mobilizing students' interest in singing and cultivating students' collective sense of honor. During the competition, students are guided to listen carefully to the singing of each group, and evaluate the song's emotion, pitch, speed, intensity, etc., and finally select the best commentator. In this way, in a joyful and intense atmosphere, students not only improve their musical expression and language expression skills, but also know their own strengths and weaknesses, improving the breadth and depth of their participation in learning.