The "Music Curriculum Standards (Experimental Draft)" points out in the methods and processes of goal implementation: "Make full use of the collective form and practice process of music art to cultivate students' good sense of cooperation and coordination in the group. Ability. "In the wave of new curriculum reform, what kind of teaching model should be adopted? I believe that new concepts and new methods of interactive and cooperative learning between teachers and students should be followed to stimulate students' interest in learning music, so that children can receive education and exercise in a happy mood, and establish an equal and interactive teacher-student relationship to cultivate students The spirit of unity and cooperation. Group cooperative learning is a form of classroom organization that is widely used in music teaching. It uses groups to enable students to learn and experience together, so that both individual students and groups can achieve the maximum learning effect, so that members can encourage and promote each other and form competition. Human relationships that go hand in hand with cooperation. 1. Group cooperative learning to effectively cultivate students’ sense of cooperation and cooperation ability. The “Decision of the State Council on the Reform and Development of Basic Education Curriculum” states: “Encourage cooperative learning, promote mutual exchanges and common development among students, and promote teachers’ cooperation. Students and teachers learn from each other. "In modern society, whether one has a spirit of cooperation and whether he can cooperate with others has become an important factor in a person's success. Group cooperative learning is a form of classroom organization that is widely used in music teaching. First, the whole class is carefully divided into groups. The new semester has just begun, so I tentatively decided to form a group and let everyone publicly nominate a group leader. Play a good role in supervising and taking the lead. In the teaching organization, I pay more attention to the performance of student groups, and emphasize group reporting on music performance, so that students understand that everyone has strengths and weaknesses, cooperation and communication within the group, and fair competition between groups. While competing, we must also encourage groups Through mutual learning and reference, students consciously cultivated a sense of cooperation and exercised their cooperation ability in cooperative practice activities. And gradually realized that only by being kind to yourself, appreciating others, and knowing both yourself and others can you maximize the effectiveness of team learning and achieve good results. Competition is fierce among the groups, and habits become natural. Students have a sense of cooperation, a sense of competition, and their ability to cooperate is gradually being strengthened. 2. Group cooperative learning can effectively exercise students’ self-control and organizational skills. The launch of new curriculum reform and changes in learning methods call for the repositioning of teachers' roles. In the process of cooperative learning, the teacher becomes more and more a consultant, a participant in exchanging opinions, and can also be said to be the "chief among equals" participating in classroom activities. Therefore, teachers must change their identity at all times during the learning process of students. Sometimes they are a facilitator, sometimes a collaborator, and sometimes a helper. This can really be said to be a big challenge to our teachers. Especially for our current teaching with large class capacity, it is even more of a problem. Give full play to the role of the group in organizing teaching, cultivate the organizational and coordination skills of the group leader, and help him establish prestige. In terms of group management, I stipulate that the group leader There are regular elections. In each class, a general evaluation of the learning status of each group is made, and corresponding records are kept. If a student is criticized twice by the group leader and does not change, the group leader has the right to remove him from the group, so every student is doing his best to do his best. Your own group wins honors and your self-control is demonstrated. We should realize that ability is a personality psychological characteristic that directly affects the efficiency of activities and enables the successful completion of activities. That is, abilities and activities are closely linked. Therefore, the premise of cultivating students' abilities is to allow every student to participate in activities, that is, to first create a learning atmosphere and learning opportunities for them. So that every student can gain something in the classroom. Mobilize the power of the group and select the main members of each group to act as assistants. Excellent students can often transform the teacher's language into the unique "student language" among students. If a student makes a mistake or does not look good in front of the whole class, it will be very difficult for him to do so. You might get laughed at, but that's not the case in a cooperative learning group, where everyone has a "we're all in this together" attitude. This means that group members are more likely to receive help than ridicule if one of them does not know how to do it. Teachers and students work together to learn, so that each student's strengths can be brought into play, and at the same time, they can make up for each other's tasks that teachers and students cannot complete alone in teaching activities, so that every student can experience the fun of learning with the teacher, so as to Meet self-development needs. 3. Group cooperative learning emphasizes everyone’s participation and experience of success.

The new "Music Curriculum Standards" point out that the tasks of music classes in compulsory education should be oriented to all students, so that each student's musical potential can be developed and they can benefit from it. We should also pay attention to the personality development of students, so that every student has the right to learn music in his or her own unique way, enjoy the fun of music, participate in various music activities, and express personal emotions and intelligence. It is necessary to organically combine the universal participation of all students with teaching in accordance with their aptitude to develop different personalities, create lively, flexible and diverse teaching forms, and provide students with the possibility and space to develop their personalities. During the song teaching, I asked the students in each group to design their own singing in different forms. This not only avoids the boringness of repeated singing practice, but also mobilizes students' interest in singing and allows students to clarify the main tasks and tasks of this cooperative learning. What are the students' own "small" tasks, and then tell them some rules for cooperation and some details that need to be paid attention to during cooperation, so that students can unconsciously develop an ability during the activity. Finally, try to give students some motivating language to enrich their inner world and make them realize that their existence is very useful. For example, when learning songs, I asked each group to design their own singing form for reporting and performance. Each group evaluated each other. Every student tried his best to interpret the understanding of music, and experienced success through the enthusiastic applause of the students. of joy. During cooperative learning, we should also allow students to have sufficient and generous time to speak, supplement, correct, debate and perform, so that the wisdom of students of all levels can be fully utilized, so that students can complete their tasks more brilliantly. Learning tasks ultimately produces a sense of accomplishment and pride. 4. Group cooperative learning lays the foundation for students’ formative evaluation. Music teaching evaluation refers to the process of evaluating the teaching process and teaching effects of music subjects. Through evaluation, we can identify students' learning ability, academic status and development level, understand the teaching quality and teaching ability of teachers, and provide feedback information to promote the improvement of music subject teaching quality. The new curriculum standards require us that music evaluation should emphasize the comprehensiveness and systematicness of evaluation objects, pay attention to "formative evaluation" and "self-evaluation", so that evaluation can better promote individual development. The daily formative evaluation formed in group cooperative learning is a natural accumulation of formative evaluation. You must persevere in anything you do to gain anything. The evaluation of cooperative learning gives new vitality to students' learning life. Cooperative learning is one of the important ways for students to learn in the 21st century. It is a learning method that involves group discussion and collaborative communication under the leadership of teachers. It can effectively improve the learning environment, expand participation, and increase participation. Through cooperation, it is helpful to guide students to explore and express music in different ways, cultivate their awareness of participation, cooperation, and creativity, and generate innovative thinking. In the process of cooperative learning, teachers should create a good cooperative learning atmosphere, use various forms to give students a psychological sense of security and spiritual encouragement, treat students as friends, and be more understanding and tolerant, so that students can think more clearly. Active, the enthusiasm for exploration will be higher, the desire for cooperation will be stronger, and the classroom will be more vibrant. Students help each other when encountering difficulties, work together, actively explore and make progress together, and gain the experience of common success.