I remember that when I was a child, music class was a traditional knowledge transfer. The teacher used the teaching method of model singing to teach a song many times without getting tired of it. Such music lessons are dull and boring. In this way, the teacher changes from the dominant to the subject, and the students are excluded from the subject to the object, and even become the bag of knowledge. Teaching has changed from a bilateral activity to a unilateral activity, which has reduced students' motivation to learn. Over time, students will dislike learning and become tired of learning because they cannot learn. Teachers will also dislike teaching and become tired of teaching because they cannot teach. As a music teacher, I constantly think about this question: How should music teachers teach so that students will like it and achieve learning results? As the new curriculum concept with aesthetic and innovative education as the core is gradually established in the minds of teachers, music teachers from all over the world boldly design teaching plans, implement teaching behaviors, and pursue teaching styles and classroom atmosphere in the practice process. Music course reform is progressing In full swing. But if you think about it carefully, how much do students really learn after the excitement? In the sixth grade of primary school, students don’t know how to read music scores, and they can’t even hum a simple song by themselves, let alone the staff. Isn’t this the tragedy of music classes? I think the result should not be the original intention of the curriculum reform. Therefore, I think that in the process of actively investing in curriculum reform practice, we should grasp the following points: 1. Establish a good teacher-student relationship. For a long time, music teachers, like other teachers, have placed too much emphasis on indoctrination. Under this concept, Teachers are the authority in the classroom and the main body of the classroom. Children can only listen to themselves; and because of the long-term influence of such education, students have gradually become numb and become dependent on teachers and have no ideas of their own. In fact, this idea is wrong. The new curriculum reform advocates teaching democracy and requires teachers to be students' collaborators and no longer play the role of intellectual authority and moral authority. There should be more freedom and less restrictions in the classroom; more encouragement and less criticism. If the teacher steps down from the podium, walks among the students, integrates with the students, learns together, discusses knowledge together, and has fun, the students will regard the teacher as their caring person, and they will be willing to talk to the teacher if they have anything to say, or if they have any questions. Willing to ask the teacher. So every day in music class, I come to the classroom early to talk to the students. Many students are willing to come to me and ask questions, and tell me their concerns or some interesting things in the class at home, and often these students They are the best performers in class. They actively raise their hands, are good at expressing themselves, and dare to express their opinions. Therefore, only by forming a loose and harmonious ethical relationship and a healthy and intimate emotional relationship between teachers and students, and only by democracy in the true sense, can students freely and fully discover themselves, realize their dominant status in the classroom, and know that they are the protagonists of the classroom. In the liberation of individuality, I can realize the self-confidence that I can do it; to enable students to dare to think, dare to learn, dare to speak, and be good at learning; only then can students develop actively, comprehensively, and healthily. 2. Change the teaching model and stimulate students' interest in learning music. Interest is the best teacher. In the past, teaching paid too much attention to the infusion of knowledge. The teaching process was always controlled within the set model of you teaching me to learn. Students could only listen calmly and maintain orderly discipline, which would achieve the purpose of teaching. Purpose, and what did our generation get from this teaching model in the past, those music theories that have long been forgotten! Bruner, a modern American psychologist, said: The best stimulus for learning is to be interested in the learning materials. The current curriculum reform concept focuses on stimulating students' interest in music and gradually cultivating their feelings for music. This is an important task of music education in the basic education stage and is also the best embodiment of lifelong education in music education. 1. Grasp the characteristics of students. What I want to learn is students’ intrinsic need for learning. This intrinsic need is mainly expressed as students’ interest. Giving students more opportunities to take the initiative and giving them sufficient opportunities to express themselves is the driving force for stimulating students' interest and the prerequisite for students to maintain a close relationship with music, enjoy music, and use music to beautify their lives. Therefore, I am not stingy at all in the selection of textbook content. I will discard some content and add some content outside the textbook, such as music situations, animation music analysis, etc., to give full play to the unique charm of music art and capture students' curiosity and curiosity. The psychological characteristics of being active and competitive fully combine students' desire for expression with the strong appeal of music, attract students' attention, stimulate students' interest in learning, and enable them to consciously observe and actively explore, making learning music a A kind of enjoyment, a pleasant experience.

For example, when learning the song "Little Rain and Sand", I arranged in advance for the students to go home and use mineral water bottles to make their own maracas, some to prepare fish-scale iron plates, some to prepare canvas, and some to prepare watering cans and large basins. During class, in the extension part, I imitated the dubbing in the movie. I imitated the rustling sound of light rain by shaking the maracas. I imitated the sound of thunder by shaking the fish scale iron plate. The sound of canvas rubbing could imitate the sound of wind and thunder. After that, it usually rains. With a watering can and a big basin, the sound of rain can be imitated. In this way, a dubbing of wind, rain, thunder and lightning is completed. Suddenly, the classroom became a movie dubbing studio, creating a good music situation for students. The students felt it was very fresh and enthusiastic. They all actively participated in the music class. Some students even found water cups and tapped them gently with wooden sticks to imitate the sound of water dripping into the bucket. Fully stimulate students' learning interest and imagination. 2. Highlight the dominant position of students. Childhood is a season of dreams. Children always look forward to the future with the best ideas, not only the People's Liberation Army, scientists, and explorers, but also music that originally belongs to them and can bring them happiness. class. In the process of classroom teaching, there should be more autonomy and less indoctrination; more discussion and less explanation; more debate and less judgment; more creation and less imitation; more openness and less closedness; more effective teaching. , less ineffective training. Leave more space for students, let students realize that they are the protagonists in music classes, understand students' expectations for music classes in a timely manner, and be close to students' needs in curriculum setting, teaching content and introduction of interests to meet students' needs. This enables students to experience the joy of success in participating in music and performance activities that create music. 3. Grasp the degree of music curriculum reform 1. Grasp the degree of subject integration. The concept of subject integration requires teachers to comprehensively improve their quality, broaden their knowledge, and intersperse the knowledge of various subjects organically and rationally. I think a good teacher should fully grasp the time in class, clarify the purpose of teaching, and selectively intersperse. Rather than aimlessly and divergently explaining. I once heard a class like this in "Chinese Kung Fu". The teacher wanted to teach the song "Serve the Country with Loyalty". The teacher first showed the students a set of punches, then asked the students to talk about the Kung Fu movies they had watched, and then asked them to understand. Various Chinese kung fu, watching short films about kung fu, then teaching students to learn and perform kung fu, and finally sang a song when time was running out. The explanation is clear and clear, but it makes people forget that this is a music class. How much emotion can such a music class arouse in students? We can design the same lesson so that students can be divided into several groups to collect various types of songs that express Chinese Kung Fu, and understand the thoughts and feelings expressed by the songs by appreciating and comparing the different musical styles of the songs. Lay the foundation for learning songs better. Let students always learn in the process of feeling and experiencing music, and be proud of our powerful Chinese nation. I think that this kind of music class is always expanding around music, comprehensive and comprehensive, and seizing the opportunities for reasonable synthesis to carry out classroom design, so that students can experience the enjoyment of beauty. 2. Grasp the degree of multimedia application. In recent years, with the continuous deepening of educational reform, audio-visual media-assisted teaching, as an advanced teaching method, has been more and more widely used in the teaching process of primary and secondary schools. Careful layout and rational use of audio-visual teaching methods in music teaching can not only mobilize students' interest in learning and stimulate students' inner feelings, but also play a positive role in strengthening students' quality education. I think that through the use of multimedia, it can break through the time, space, and geographical limitations of traditional music teaching, and it is a good auxiliary means. However, this is an auxiliary after all, and the degree of use must be controlled well, and it must not take over the role. Nowadays, some music teachers rely too much on multimedia. From beginning to end of a lesson, they rely on computers to demonstrate, model singing, and teach singing. Lively explanation. Successful singing and playing can put students in the aesthetics of music, allowing students to explore music, feel, comprehend, appreciate and inspire students to create music, thereby enhancing their aesthetic taste. This requires our teachers to grasp the balance between using multimedia and traditional teaching, so that our students can accept new things in a variety of ways and gain basic knowledge of music. Classroom teaching under the new curriculum reform is a long-term and arduous process. The establishment of new concepts and the implementation of new practices require us to continue learning, exploring, and innovating in classroom teaching.

Find the teaching method that best suits students in teaching practice.