1. Use language accurately and express concepts accurately

The main purpose of primary school music teaching activities is to teach students scientific music knowledge. Therefore, the teaching language must be rigorously scientific, which is also the basic requirement for teaching language. Scientific music knowledge must rely on precise language to express its content accurately. The scientific expression method means that the language is thoughtful and rigorous, the meaning is accurate, and the words and sentences are precise. Grammatical. Only in this way can the essence of things be revealed and give people a clear and correct understanding. The logic of teaching language should be an integral part of its scientific principles. The logic of teaching language means the use of logical reasoning to demonstrate teaching. In this way, we must pay attention to the inherent laws of the teaching materials and grasp the essential connections between the various parts of the teaching content. For example, in the teaching of basic music knowledge, special attention should be paid to the logic of the teaching language regarding note duration and rhythm; on the basis of the music knowledge that students have mastered, rigorous demonstrations should be conducted based on the knowledge students have learned, so as to Draw conclusions, only in this way can students' ideas follow the teacher's explanation, link by link, and reach the state of understanding and mastery. [①]

Some teachers always introduce basic music knowledge incorrectly, such as forgetting the nationality of the composer or forgetting the time period of the Romantic period. These mistakes are very unfortunate. It should be in music class.

The most taboo thing in teaching language is unclear concepts. This can easily lead to confusion, and students may not understand what is being said, as if they were lost in the clouds; or they may misinterpret the definition, causing fallacies to spread and mislead students. These defects in the teaching language are likely to cause logical confusion in lectures, make the lecture content lose its scientific nature, and affect the effective transmission of knowledge and information. For example, some music teachers say in class: "Don't rush the rhythm." "Please slow down the rhythm." We know that rhythm in the music system is mainly represented by the organized length relationship of sounds. Words such as "rush to rhythm," "slow rhythm" appear in the teaching language, equating "rhythm" with "speed" and confusing the connotation of rhythm. This is obviously wrong. In addition, if the words used in the teaching language are not accurate, errors will occur in conveying information. Therefore, the vocabulary and terminology in the teaching language should be used correctly, and the sentences should be smooth and standard. Avoid using "maybe", "probably", these specious, ambiguous and inaccurate words.

2. The use of language should be vivid and the expression should be vivid

In music teaching, teachers should pay attention to the use of vivid language art and stimulate students' desire to learn through vivid teaching language. , Mobilize students' enthusiasm. Inducing students to think positively and expanding their thinking realm is beneficial to students' intellectual development and improves teaching efficiency. In the music classroom of primary school students, we use the inheritance and contradiction between the old and new knowledge to inspire students to discover problems through the continuous guidance of teachers. Solve problems to achieve the purpose of understanding and mastering knowledge. Vivid language is not only humorous, but also enlightening and "gold-containing." That is to say, effective knowledge should be passed on while being vivid, and "learning" and "entertainment" should be balanced.

In addition, to make the classroom language vivid, you can also add appropriate body language and facial expression language. Body movements and facial expressions are also important components of language arts. The correct use of body language and facial expression language is also a good bridge to make the classroom vivid.

For example, when teaching the Sichuan nursery rhyme "Crab Song" in Lesson 4 of Volume 4 of the Huacheng Edition textbook "Into the World of Music", "Crab Song" is a lively, funny and dramatic song. It is a song full of life. The content of the song reflects the scene of a group of children going to the river to play and encountering crabs. The lyrics vividly and lifelikely describe the process of a crab catching people; they are full of local color, and the whole song is full of plot and drama. The first part of the song describes the appearance and shape of crabs, and the second part is the unfolding of the plot of the musical drama, describing the naughty boy's toes being caught by Brother Crab's "clamp". On the one hand, the naughty boy struggled to get rid of the crab trap. , on the one hand, the crab clenches tightly, thus pushing the song to a climax. In the end, the naughty boy begged Brother Crab to let go of "my foot", which was profound and full of humor. Teachers should make full use of body movements to let students deeply feel the beauty of the melody, lyrics, and artistic conception of the music.

3. Use language with both sound and emotion.

Language, like music, has emotions. When describing and interpreting music, language expression must have both sound and emotion. It must be expressed through Language expresses an outpouring of emotion to music. If a teacher explains a very tragic piece of music in a very cheerful language, it obviously goes against the purpose of the music and the composer. This kind of language explanation will also cause students to misunderstand the music itself, and will also cause students to doubt and speculate about the teacher. The teaching process is not just a process of imparting knowledge. It is also a process of emotional communication and excitement between teachers and students. Give music lessons to primary school students. We should try our best to express emotions, imply emotions and understand emotions, so as to enhance the attractiveness and appeal of language. The so-called "sound and emotion" means that the musical emotions taught in the classroom should be consistent with the emotions expressed in one's own spoken language.