Music teaching principles are the basic requirements for music teaching based on music education theory, teaching objectives and the laws of music teaching process and teaching activities. It is the reflection of the objective law of music teaching, the basic principle guiding music teaching, the extension and concretization of music teaching principles and the promotion of music teaching experience. People's understanding of educational laws is gradually improved with the continuous development of society. Therefore, people's teaching principles summarized in teaching practice are different in terms of formulation, name, content and structure. There are some teaching principles that have been tested by teaching practice, such as scientific principle, enlightening principle, intuitive principle, the principle of combining teachers' leading with students' subjectivity, and the principle of combining unified requirements with teaching students in accordance with their aptitude. These teaching principles also have universal guiding significance for music teaching in primary and secondary schools. The basic principles of music teaching should reflect the teaching rules of music art and highlight the characteristics of music aesthetic teaching. First, the principle of musicality, also known as the principle of music-oriented, means that music should be placed in the original (central) position or its functional position of music education from beginning to end in music teaching. Music education is carried out in the way of music as the carrier, and teaching through music is not other non-musical educational phenomena. Music education aims to cultivate the harmony and unity of individual sensibility and rationality as much as possible, and it is carried out and implemented according to the laws and characteristics of music itself. The principle of musicality is the fundamental principle of music teaching. The reason why music education should be based on music is determined by its essence. "Music Curriculum Standard for Full-time Compulsory Education" points out: "The basic value of music class lies in that students can fully experience the beauty and rich emotions contained in the form of music sound through aesthetic activities focusing on listening to music, expressing music and creating music, and are attracted and intoxicated by the ideal realm of truth, goodness and beauty expressed by music, and have strong feelings with it. The function and function of music art in purifying the soul, cultivating sentiment, enlightening wisdom and complementing emotion and intelligence can be effectively brought into play, so as to help students develop healthy and noble aesthetic taste and positive and optimistic attitude towards life, and lay a good foundation for their lifelong love of music, art and life. " Therefore, the basic idea of music aesthetics should run through the whole process of music teaching, and music teaching should be a process in which teachers and students experience, discover, create, express and enjoy the beauty of music together. If we deny the idea of music-based education, it is equivalent to denying the aesthetic value of music education. Then, as the main way to implement aesthetic education, music lessons will be alienated into alternative courses and lose their significance in the basic education curriculum system. Therefore, music lessons should highlight the characteristics of music disciplines, and music art should be embodied in music lessons. Based on music, we must pay attention to "listening and appreciating" and feel and experience the expressive force of music works; Based on music, we must follow students' cognitive rules and correctly understand music knowledge and skills; Based on music, we should make clear the goal of music teaching, design teaching activities around the goal and enrich students' artistic practice; Based on music, we should reasonably choose teaching methods and means, so that teaching methods and means can properly serve music teaching. In a word, taking music as the foundation means that our music education must take music as the carrier, highlight the attributes of music discipline, and not put other contents and forms above the music content, making music an ornament. Second, the emotional principle music is emotional art. Music gives people more direct, stronger and deeper feelings than other arts. Rodin said: "Art is emotion." Music beauty is a special emotional expression. The characteristic of music education is emotional aesthetics. Therefore, aesthetic education is essentially an emotional education. Emotion is the motive force and intermediary of music aesthetic feeling, and it is the most active psychological factor in the process of music aesthetic. Fundamentally speaking, aesthetic education is an experience process in which the subject devotes himself to emotion. Suhomlinski said: "It is an important condition to arouse teenagers' unique interest in knowledge to let students experience an emotion that they are personally involved in mastering knowledge." In music teaching, teachers should first arouse students' emotions with their own emotions, so as to make them sing and stimulate their emotional motivation. Only when teachers pour their true feelings into music can they infect students to integrate their emotions into music, thus entering the best state of learning music. Therefore, music teaching should firmly grasp the emotional factors, ignite students' emotional sparks from time to time, enable students to gain rich emotional experience in the process of music aesthetics, and constantly improve students' expressive ability of emotional externalization. Harmonious emotional communication between teachers and students is an important symbol of optimizing the aesthetic effect of music teaching. In the process of music teaching, teachers and students should establish an equal relationship, and music teachers should throw emotional ties to students. Through music teaching, students' emotional world will be infected and edified, and their love for their loved ones, others and all the beautiful things of mankind will be established imperceptibly. Therefore, music teaching should adhere to the emotional principle. Third, the principle of experience Experience is one of the outstanding characteristics of music learning. This is because music is the art of experience, and music creation, performance and appreciation are inseparable from people's personal participation and experience. Therefore, in a sense, music can't be "taught". The non-semantic and uncertainty of music determines that its teaching mechanism mainly does not rely on the way of teaching and interpretation, because if that happens, it will be contrary to students' own feelings and experiences, which is completely contrary to the law of music aesthetic education. The process of music teaching should be a process in which students actively participate in experiencing music under the inspiration and guidance of teachers. Without participation and experience, there will be no real music teaching. Aesthetics can't rely on indoctrination, art can't tolerate preaching, and the fundamental mechanism of music learning is learners' own perception of music. Therefore, music teaching should respect students' learning music by their own experience, and pay attention to, protect and encourage students' independent opinions in music experience. In the process of music teaching, teachers' language should be as little as possible, and they should not always try to interpret music. The teaching language in music class should be descriptive, with the purpose of creating aesthetic situations, rendering artistic atmosphere, and guiding and inducing students to actively participate in music experience. good