Children's songs have beautiful melodies and bright rhythms, which can best express their happy mood. Therefore, in music teaching, I try to integrate the basic skills of music into singing, playing, knocking and moving, so that students can learn with interest in the teaching activities they love. So what can be done to promote the learning efficiency of children's music? The following brings several primary school music teaching methods.

Music teaching methods in primary schools

First, learn to "listen" to music

The second and third grade students are in the stage of thinking mainly in images. They are lively and active, and are easy to accept lively, infectious and interesting things. Give students the opportunity to listen more, and after listening more, they will naturally feel some pitch. With preconceived pitch, students can easily master the concept of notation. And use the melody to improve the ability to read music. The cultivation of creative ability should run through all links and the whole process of music learning. All contents and ability training in music reading teaching should give students opportunities in the form of impromptu activities, and creatively explore various changes and recombination of basic elements of music such as rhythm, sound and melody. Cultivate students' keen sense of hearing, quick response, expressive sense of rhythm, perception of music structure and form, understanding of music image and performance, high concentration and tacit cooperation in impromptu activities.

Third, performance stimulates students' interest in learning

Pupils are active by nature. Taking advantage of their characteristics, we can integrate performance into teaching, increase classroom interest, improve their musical quality invisibly and achieve the purpose of educating people. In music activities, I divide students into several groups and let them freely design activities. For example, Snow White's Cabin is a children's song which is deeply loved by children. The lyrics are close to students' lives, and they have a special feeling for fairy tales. In teaching, a child said, "Teacher, I want to change the lyrics, because it's almost Christmas, and I want to change Snow White into Santa Claus, okay?" I can still draw for everyone to see. " After listening to the child's sincere and childish words, I smiled with joy: "Why not? Everyone can draw a picture and change it." As a result, the classroom atmosphere became active, or three people or five people became small musicians in succession, painting, singing, playing and acting, and the students' mood reached the extreme. With the encouragement of teachers, students dare to question and modify existing knowledge, thus guiding the development of students' innovative thinking.

Fourth, audio-visual teaching permeates intuitive expression, arousing students' interest

According to the curiosity of primary school students. Being sensitive to vivid and vivid materials, we have no intention to pay attention to the dominant psychological characteristics when we perceive them. Using the advantages of audio-visual, light, pictures and colors in audio-visual education, we can sometimes achieve unexpected results. For example, in the teaching of "I am a small herder on the grassland", students can sing after listening to the tape twice, but most of them sing with a straight face. I used audio-visual education to inspire them: "Have you ever been to the prairie? Have you ever ridden a horse? Who talks about the mood when riding a horse? " The children were excited at once, and the students who rode horses raised their hands to answer. I added, "The teacher will take you to travel to the prairie today!" " So I dressed as a tour guide, and the children dressed as tourists and small cavalry, riding a "big horse" with their whips raised in the classroom, and singing the songs they had just learned while playing. All the students were full of emotions and excited. The song is full of emotions and beautiful colors.

Fifth, percussion instruments enter the classroom

I feel that it is very simple to use percussion instruments. In fact, it is not very simple for children to use them freely. It is necessary to train them in a planned and step-by-step manner so that students can improve step by step.

Experience of music classroom teaching in primary schools

First, accurate teaching objectives and teaching material analysis are the prerequisites for improving the effectiveness of classroom teaching

To improve the effectiveness of classroom teaching, preparation before class is very important, and lesson preparation is the most important. Many of our teachers pay attention to the goal and process when preparing lessons, and often ignore the link of teaching material analysis, which is usually copied. In fact, teaching material analysis should combine with the teaching objectives of this course and highlight its distinctive and specific characteristics. Only when teachers really understand the teaching materials, can they better grasp the teaching materials and know which elements in music works are really useful to students, which is necessary for learning this lesson. Therefore, when analyzing teaching materials, teachers must not only focus on the text, but also ignore the basic forms of music with sound as the carrier. With the premise that teaching material analysis is specific and meticulous, it is also very important to locate the teaching objectives accurately and clearly. In every music lesson, the big goal is achieved by the small goal, and the small goal is unified by the big goal. There is a relationship between the whole and the part. Only by focusing on the goal and interlocking, can the efficiency of classroom teaching be realized.

Second, teachers should have rich professional knowledge

In the field of music, "singing, playing and jumping" are the three basic skills that all music teachers should have. "Singing" means singing ability and playing and singing ability. "Singing" has a strong demonstration and motivation in music teaching. Singing teaching is one of the most effective ways to train students' sense of music. In the primary school music teaching, the teacher's expressive model singing can bring students the most direct feeling of beauty. "Play" means keyboard playing ability and improvisational accompaniment ability. Only when teachers have skillful improvisation ability to accompany songs of various styles can they organize the class well and create a good classroom atmosphere. I found in the classroom teaching that as long as the teacher plays and sings the demonstrated songs, the students will learn very quickly. Singing teaching is also the basic teaching skill that music teachers should have, and it is exemplary and inspiring in music teaching. "Jump" means the ability of dance performance. The New Curriculum Standard emphasizes the interaction between teachers and students, which makes the whole classroom in a relaxed, happy and lively atmosphere. The dance performance ability of music teachers is particularly important for primary school music classes. Teachers should grasp the lively and imitative characteristics of primary school students, so as to guide students to experience and perform music through their own body language and establish a harmonious and equal relationship between teachers and students.

Third, teaching students in accordance with their aptitude, strengthening the student-centered music experience is the key to improve the efficiency of classroom teaching

According to the aesthetic laws of music teaching, carefully creating music aesthetic situations is the guarantee for the success and optimization of music teaching. Because teachers and students can touch the scene in a specific music aesthetic situation, they can get aesthetic emotional experience and cultivate their temperament in emotional vibration. The purpose of creating a good music situation is to cultivate students' good aesthetic mood and arouse their musical aesthetic attention. But not all music works are suitable for situational expression. Because music has uncertain characteristics, different students have different understandings of the same music works. If teachers blindly adopt situational teaching methods, it will limit students' creative thinking. Many teachers also pay attention to stimulate students' imagination in teaching, but most of them do it shallowly. In the end, they still "get down to business", pull back students' free thinking and follow the teacher's preset ideas step by step.

Fourth, we should make use of the existing multimedia resources in schools to improve music teaching

As a brand-new educational means, multimedia technology has appeared in music teaching in primary schools. It breaks through the limitation of traditional teaching in time and space, and greatly broadens students' musical horizons. Through vivid pictures, simple explanations and pleasant music, the learning content becomes dull and vivid, and the pictures, texts, videos and animations are lifelike, which stimulates students' interest in music learning, arouses emotional excitement, enriches teaching content, broadens teaching horizons and inspires them. Better mobilize the enthusiasm of students, so that students can have a good music class with good quality and quantity. The purpose of creating music teaching situation is to cultivate students' good aesthetic mood and arouse their musical aesthetic attention. It plays different roles in different stages of music teaching. For example, in the training of students' voices, I use multimedia to improve students' intuitive understanding of their voices through live recording and playback, and turn abstract phenomena into concrete things, so that students can learn interesting and attentively.