Primary school music is an important subject in art education. Due to the long-term influence of the "teaching and singing" classroom teaching model, many teachers have become accustomed to practicing voice, sight-singing, rhythm training, and learning music scores and lyrics. In the traditional routine, students still revolve around the teacher's baton, and their learning satisfaction can only be gained from the individual singing, group singing, and collective singing in the last 10 minutes. This kind of teaching method has a single teaching method, a small amount of information, a small amount of activities, and a lack of artistic and creative teaching process. It cannot fully reflect students' practical ability and innovative spirit. It cannot adapt to the educational requirements of the rapid development of society and has seriously restricted music. Teaching develops to a higher level. Therefore, a good teacher should do everything possible to consider how to mobilize students' enthusiasm and stimulate students' interest in learning, so that they can enter the "role" as soon as they come to class and invest in a good teaching situation. Throughout the teaching process, teachers should fully satisfy students' curiosity for knowledge, so that students have a sense of freshness and are always in the best emotional state for learning. This creates emotional communication between teachers and students, sublimating teaching and learning into a pleasant emotional exchange.
1 Strengthen teacher-student cooperation
A good teacher-student relationship is the guarantee for normal teaching activities and improved teaching efficiency. It also plays an important role in the formation of good qualities of both teachers and students. . If teachers want students to truly become the main subjects of classroom learning, they must conduct cooperative learning with students in music teaching. This can not only establish an equal and interactive teacher-student relationship, but also cultivate students' spirit of unity and cooperation.
1.1 Engage students.
Students at this stage all have their own personalities and ideas. In the music class, they all hope to be recognized by the teacher, and even surpass the teacher in some aspects. Teachers should firmly grasp this link and actively be their friends, making them feel that teachers are their close friends.
For example, when teaching "Little Rain and Shasha", teachers can play games with students. The teacher plays the role of a "seed", and many students who play the role of "Xiaoyu" come to water the teacher's "seed". At this time, the students all felt that the teacher was very happy and happy to play games with them. In fact, a praising look or a word of praise from the teacher is the best reward for students. Another example is when teaching rhythm exercises, it can be designed as a "find a friend" game, allowing students to imitate the teacher's rhythm and read the lyrics. The teacher of the student who got it right praised him: "You are really my good friend. Let's shake hands and give a hug." A simple handshake and a hug suddenly increased the students' interest. In future teacher-student exchanges, teachers will not be as serious as before, and students will not be so rigid, and the teacher-student relationship in the classroom will become more harmonious.
1.2 Work with students.
The new 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. 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.
For example, when teaching new songs, fans often need to sing songs. The teacher can say: "I think everyone performed really well, so I want to present a song for everyone. But I also need a band and a few backup dancers. Who are willing to cooperate with me?" As soon as he finished speaking, Students clamored to perform with me. Trying different methods in the same teaching session has completely different results. When the students heard that the teacher was going to sing for them, they were very excited, and some even sang with the teacher.
This kind of cooperation makes up for some performances that teachers cannot take into account when singing. The close cooperation between teachers and students can not only stimulate students' interest in learning music, but also make students feel closer to their teachers.