Situational teaching of primary school music refers to the verbal image description of the teaching content or the setting and simulation of its environment. This creates scenes corresponding to the teaching content, stimulates students' emotions and thinking, and makes students feel immersed in the scene, thereby achieving an atmosphere consistent with the teaching objectives.

Music is an emotional art and an auditory art. How to combine the age characteristics of primary school students to better learn music skills and improve music literacy can enable children to enter the artistic conception of music faster, be infected by music, accurately understand the music image, and enter the role in specific teaching. I think it is an effective method to combine the artistic conception and image of songs to create musical situations during teaching, so that students can receive education in a pleasant atmosphere. In teaching, I adopt the following methods.

1. Use stories to introduce situations

Introduction is the beginning of a new lesson and the setting of a new tone. If you can use vivid, interesting, novel and unique introduction methods, you can arouse students' passion. There are many ways to introduce, including reciting, guessing puzzles, telling stories, etc. For example, when teaching the song "Big Deer", children already like animals. Before teaching a song, the corresponding picture will be shown. The teacher will also vividly tell the story of the forest to the students, which will immediately attract the students' attention and pass them through. Hang out with the little animals and inspire them to have a strong desire to listen. It laid a good foundation for the whole lesson.

2. Use pictures to reproduce situations

Pictures are the main means of developing images. Using pictures to reproduce situations in teaching materials is actually to visualize the content of the song, which is in line with children's willingness to accept images and The easy-to-understand cognitive characteristics require teachers to guide, inspire, and describe situations when using pictures to guide students' cognitive direction, so that they can fully experience the image and enter the situation. For example, when teaching the song "Big Deer", the teacher prepares a forest picture on the blackboard or in advance. In the picture, there is a little rabbit being chased by a wolf, and there is also a fairy tale bakery with a big deer standing in the room looking out. , let the students experience the fear and anxiety of the rabbit being chased by the wolf through the picture. The students expressed the scene well and expressed the emotions in the song processing very well.

3. Experience the situation through role-playing

The characters in the songs are no longer in the music book, but the students themselves. In this way, children will inevitably have a sense of intimacy with the characters in the teaching materials, which deepens their inner experience; on the other hand, due to the use of performances, the images depicted in the songs not only directly affect the students' senses, but also are covered with emotional colors. The vivid form makes students particularly happy. They can both hear and see, and it is dramatic. It is a natural result that students are enthusiastic and deeply impressed. Use role-playing to experience situations. The most commonly used one is the role-playing in fairy tales and stories. For example, leading students to appreciate the lesson "The Tortoise and the Hare". Once those small animals such as tortoises and rabbits wear headdresses, the atmosphere in the classroom will immediately change. Boiling. The students were all very happy and rushed to perform. The characters in the song suddenly appeared vividly in front of the students, and the children became enthusiastic actors or audiences, and all entered the situation described in the teaching materials.

4. Reflect the situation with rhythmic performance

For primary school students, it is their nature to be active. In music class, make space in the classroom according to the content of the songs appropriately. Let students perform the rhythm and use their own movement language to express the situation of the song, so as to feel the emotion of the song. This not only expresses the song well, but also allows students to cultivate their interests. For example, I am teaching and singing "March of Toy Soldiers" During class, students were asked to imitate the goose-stepping steps of the People's Liberation Army uncles, adding appropriate movements, so that students could walk in formation in the classroom. The students were very interested, and each one expressed the situation of the song vividly.

5. Entering the world of learning with multimedia courseware

With the rapid advancement of electronic technology, computer-assisted teaching has also developed at an unusual speed. Using the interactivity of multimedia and large-screen projection, you can create a situation with both sound and pictures, thereby greatly improving teaching efficiency. For example, when teaching "Go to the Little Bear's House", according to the teaching objectives of this lesson, two scenes are set up: the first scene is a lively and interesting "stair climbing competition" scene of small animals in the zoo, from each of sol---do There is an animal on the steps of the steps, in order to solve the difficulty of this lesson, and then it shows animated scenes of kittens, puppies, and chickens singing and excitedly going to visit guests, accompanied by song recordings, so that children Solve the key and difficult points of this lesson through vivid and interesting pictures, sounds, animations, etc. Because the created situations were lively and interesting, the children were attracted, and the teaching effect was achieved with twice the result with half the effort.

Primary school students’ thinking is mainly based on image thinking. In music teaching, we must work hard to explore expressible factors in music teaching materials, carefully design and create relevant situations, so that students can not only learn but also learn in a relaxed atmosphere. In addition to musical knowledge and skills, students can also be influenced by beauty and improve their aesthetic taste.