(1) Research objectives:

Explore the characteristics, rules and teaching methods of cultivating primary school students’ interest in music learning.

2. Explore and construct a teaching model to cultivate primary school students’ interest in music learning.

3. Formulate goals and evaluation plans for cultivating primary school students’ interest in music learning.

4. Improve the quality of music teaching in our school and promote the continuous improvement of students’ music quality.

(2) Research content:

Cultivation of lower grade students’ interest in learning music so that every student likes music class and is full of interest in music class.

1. Through project research and experiments, cultivate students’ interest in learning music, mobilize each student’s enthusiasm to participate in music learning, and enable them to enjoy the joy of beauty in music learning.

2. Design colorful, lively and vivid teaching activities for all students to attract students' participation and stimulate their interest in learning.

3. Teach students in accordance with their aptitude so that each student’s musical potential can be developed, encourage them to learn music and enjoy music in their own unique way, and promote students’ personality development.

4. Through this research, all first-grade primary school students will have a strong interest in music, and the initiative in music learning will be given to students, so that they can change from passive learning to active learning and become receptive. Learning is exploration learning.

IV. Research Measures

1. Optimize the teaching environment and create a relaxed and free teaching atmosphere to guide interest

“The pleasure of music teaching is the key to aesthetic education. The psychological mechanism of emotional experience and optimization effect. When students are in a happy state, it is most beneficial to form a dominant excitement center, so that "learning is a kind of hard work" is covered with a color of active acceptance. "It can be seen that the beautiful visual environment. And a beautiful artistic atmosphere is the first step to introduce students to the music palace and stimulate students' interest in learning.

2. Open the teaching classroom and expand students’ learning space to increase interest

Open classroom is to break the original teaching form that sticks to the classroom and allow students to enjoy learning in a relaxed atmosphere. Let students' brains move with teaching, let students' thinking move with imagination, and increase their interest in music learning.

3. Facing all students, focusing on student personality development to infiltrate interest

The new curriculum standards require all students to be actively involved in teaching, but it is very difficult to truly be oriented to all students. Disaster. This means providing equal opportunities to every child. In the teaching process, teachers should respect students' individuality, give full play to students' autonomy, and allow every student to participate and actively innovate.

4. Select teaching methods and change single teaching methods to stimulate interest

The new curriculum emphasizes the activity of teaching, and the music course is the most mobile and practical One of the courses. In music teaching, teachers must create interesting, diverse, interesting and enjoyable ways to master basic music cultural knowledge and skills, select some interesting teaching methods, change the previous single teaching methods, increase the amount of information, Mobilize students' spirit of exploration of new things and better reflect the charm of music art. Let students listen more and sing more in interesting teaching, and let students learn music, understand music, understand music, and express music in a music environment.

5. Strengthen reflection and always pay attention to students to understand their interests

Students often reveal this or that kind of body, language and eye information during class. As a teacher, you must pay special attention to students' reactions, especially the reactions that students reveal unintentionally. Sometimes it is just a confused look, and sometimes it may appear as a sentence said inadvertently. At this time, we should stand from the students' perspective, understand their psychological needs, adjust teaching in a timely manner, use teaching materials creatively and flexibly, and understand what students are interested in.