Music class is an important field of humanities, one of the important ways to implement aesthetic education, and a compulsory course in the basic education stage. This requires teachers to always run through the concept of "people-oriented" quality education in the teaching process, and to give students the status of masters so that they can develop themselves. The premise of self-development is to enable students to form the ability of autonomous learning. The so-called autonomous learning means that students give full play to their subjective initiative and study selectively, consciously and actively under the guidance of teachers. So as to give full play to students' subjectivity, better develop their intellectual potential and promote their self-development. My teaching practice is as follows: First, in music teaching, using game method makes students move happily and willing to learn independently. Children are active, curious and eager to learn, which is their nature. In music teaching, according to the lower grade textbooks and students' age characteristics and actual level, we should choose interesting games, focus students' excitement and attention on the teaching content, and let them actively participate in music activities in a state of mental pleasure, so as to ensure students' dominant position in learning and achieve the goal of students' development. For example, in the class of "Big Deer", I prepared a headdress for each student before the class, representing "Big Deer", "Little Rabbit", "Elephant", "Bird" and "Fox". Please ask a few students to set up a house. The big deer stands in the house. The teacher plays the melody of rabbit, elephant, etc. successively. Whoever plays it will learn from the actions of the animals he represents and walk to the front of the big deer. The knocking sound of wooden fish will be used as a knock on the door (different animals knock on the door with different weights and strengths). If you want to enter the door, you have to go through a barrier. The big deer plays a rhythm inside the door, asking the small animals outside to change one of the small rhythms and hit one. The rhythm of each small animal can't be repeated. When all animals enter the door, everyone can sing the song "Big Deer" happily together. In the game, students not only learn songs, but also create new rhythms. They can also play and cultivate their interest. The students are very enthusiastic, so they all take the initiative to participate, thus achieving the effect of being willing to learn independently. Second, in music teaching, by inspiring students' imagination, students' thinking can come alive and they can learn independently. Music is the carrier of fantasy world. It is full of colorful poetry and painting, and music needs fantasy and imagination to be immersive. For example, Beethoven's Ode to Joy and Beijing Folk Song "Beijing Siheyuan" are the vast world for children to gallop their fantasies. But how can teachers guide students into the fantasy world? This requires teachers to set up an imaginary ladder for children. (A), through vivid language, to guide students to expand their rich imagination. Dalklotz famously said, "Understanding music is not so much an intellectual process as an emotional one. Describe a moving story to students in vivid language, and arouse the emotion, so that there is no melody before there is love. For example, in the teaching of "The Burning Torch", I will first tell the tragic story of Lai Ning, a little hero, who was witty and brave, put out the mountain fire and finally gave his little life. Impress the students with the situation, and then guide the students to analyze the lyrics and understand the emotional treatment of each lyric. With the process of emotional understanding, it is much easier for students to learn Another example is "Summer", in which students close their eyes. In a beautiful and quiet music, the teacher slowly recites "The stars blink, I count the stars in the summer night", and the students' thinking is moved by beautiful language and musical tone, as if they were there. With the overall image of the artistic conception of the work, the students quickly learned the songs. (B) through the image of the screen, so that students' thinking on the wings of imagination. In music teaching, using colorful, vivid and interesting illustrations can cultivate students' thinking ability and help them understand music images. For example, when I was in the class of Animals Speak, I drew a wall chart with music scores and lyrics copied. When writing the title, I didn't write the regular Chinese characters of "animals speak", but wrote the word "speak" in a cartoon in various colors, and then drew three cute little animals, so that the originally simple wall chart became beautiful, and the students felt very interesting, so they became very interested in learning this song. Another example is: "Animals Speak". When the teacher introduced the shapes of chickens, ducklings and frogs to the students, the students still didn't have a clear image in their minds for a long time. If the computer produces cartoons to show the image of small animals, the students can watch them by themselves and understand the cuteness and liveliness of small animals, which will help the students to show the cute image of small animals when singing. Another example is: When teaching the first-year class "Spring is here", after the students learned the songs initially, I inspired the students, how beautiful spring is. Now draw the spring you feel, ok? As a result, every picture is so beautiful that students reach the realm of creating beauty and deepen their understanding of music. (3) Bring students into the world of imagination through graceful dancing. Suhomlinski said: "We develop students' artistic talents, and the purpose is not to take music, dance or painting as their future careers. Our responsibility is to develop each student's personality in an all-round way, discover their talents, and cultivate their ability to create art so that they can enjoy a multi-faceted spiritual life. " In music teaching, I use music and dance to let students develop rich imagination, learn to compose and constantly expand their understanding of the connotation of music, which is the need to develop their personality and cultivate students' various abilities. For example, when teaching the Dai dance "The Golden Peacock Jumps Gently", I asked the student dai dance to keep the basic posture of "Three Bends" unchanged and create his own movements such as "Peacock Drinking Water", "Peacock Spreading its Wings" and "Peacock Dancing". Students with good performance ability and poor performance ability are combined to create and edit in groups, and the editors arrange the performances, and then select several groups of good performances. Students have a sense of accomplishment when they see their achievements recognized, which stimulates their creative desire, and at the same time, they have a deeper understanding of the connotation of the song and the musical image expressed. Finally, students can learn independently and succeed. Third, in music teaching, make full use of multimedia and musical instruments to assist teaching and improve the consciousness of autonomous learning. Multimedia has the functions of creating atmosphere and stimulating interest. It can provide things, phenomena and processes that could not be seen and seen clearly in the local area at that time, and things that could not be heard and heard clearly, and various stereos. Therefore, the proper selection of audio-visual media to create situations in music teaching can stimulate students' inner feelings and guide students to feel music in situations. For example, the song "Little Frog Looking for Home", because students can't imagine how lively and naughty the little frog is and how he can communicate because he can't find his mother, I will make computer music and make a short story for students to see and experience, so as to deepen their understanding of music, so that students will no longer have a blank mind, but a complete musical image, thus activating their interest in learning. Secondly, I insist on playing clarinet in music teaching. When students learn songs, let them play on clarinet, and the students are very enthusiastic. Every student can get the satisfaction and comfort of success every time he plays, and at the same time help students to express music and deepen their understanding of music. After the students learn songs initially, I also use percussion instruments to combine the teaching content, and choose different instruments and different accompaniment types to accompany the songs, which greatly stimulates the students' interest in learning and improves their consciousness of participating in activities. Fourth, timely evaluation, so that students persist in learning. Teachers' timely and appropriate evaluation of students will make students feel successful and happy, and stimulate students' desire for further expression. Therefore, teachers should arrange evaluation in a timely manner. For example, teachers' evaluation and students' evaluation, especially from among students, play a greater role. First, it promotes the participation of all students; The second is to promote students' deep experience and students' common development through evaluation. For example, a small red flower will be given to students who have done well, and a small red flag will be awarded to students who have brought learning tools. In short, cultivating students' autonomous learning ability in music teaching is the requirement of students' development and the embodiment of implementing the "people-oriented" teaching concept. By cultivating students' autonomous learning ability and restoring their master status, they can study consciously and actively, improve their aesthetic ability, develop their creative thinking and form good humanistic quality.