I once took a music class in a lower grade class. The teacher’s lesson plans and teaching concepts were good, and the format was relatively novel and lively. However, I encountered difficulties in the actual implementation process. The teachers' carefully designed teaching sessions greatly aroused the students' interest. They were all in high spirits, and the class immediately became active. However, since the self-discipline of primary school students is not very strong, the scene quickly became a bit chaotic. The students were so happy that they forgot about themselves. Some even took the opportunity to play with each other. The teacher was helpless and could only act in a hurry. The teaching effect can be imagined. . Therefore, I feel that an exquisite music teaching design often becomes lifeless in practice due to the lack of effective classroom discipline management and control by the teachers involved, and sometimes it is even difficult to escape the fate of failure. Therefore, I believe that the discipline of music classes will directly affect the effectiveness of music classes and students' interest in learning music. In the new curriculum classroom teaching that advocates equality with students, many music teachers often encounter situations such as students being particularly relaxed as soon as they come to music class. There are still many problems with students' learning routines in music class. I, too, have personally experienced the following problems during the two months I have been teaching: 1. After the bell rang, students crowded into the music classroom and did not sit down immediately after entering the classroom. But making a lot of noise there. 2. In the music class, the teacher is playing the piano, and most of the students are singing songs. Some students are whispering to each other, making funny performances, mouthing strange tunes, and some even start to fight, play and make some disturbances. Classroom order and attention-grabbing behavior. 3. In the music class, there was a lot of people. The students were singing loudly and randomly. The teacher shouted stop! stop! But the students had no response and continued to sing in class. 4. In the music class, the teacher was introducing music theory knowledge very seriously. Some students had no expression on their faces and stared at the blackboard motionlessly. When the teacher asked him questions, they looked confused. 5. Some students are not focused in class and do not study by themselves. Instead, they always like to watch the performance of other students around them, especially students in lower grades. When the teacher speaks interestingly, they are often criticized by these nosy students. Interruption: Teacher, classmate A has torn up the book, classmate B is talking to classmate C, and classmate D is spitting everywhere. Words like this are always heard. I think every music teacher will feel a headache when encountering these problems! I am the same. I have read a lot of information on this aspect and my own experience in using it with great success in the classroom. So let me talk about what I think are better methods of regulating music classroom discipline, and share with you Come share it! 1. Clear classroom routines require teachers to face dozens of lively and active children with different personalities every day. Without a set of effective classroom procedures and routines, it is impossible to organize these children in an orderly manner in teaching. Active. Practice has shown that teachers timely fix some general requirements to form students' classroom behavior norms and strictly supervise their implementation. This can not only improve classroom management efficiency and avoid disorder, but also create a sense of psychological stability once students adapt to these rules. Enhance the sense of identification with classroom teaching. When I used the method of using piano music instead of commands in class, it worked well. For example, in the music class, students are required to walk into the classroom gently in line with the sound of the teacher's piano, say hello to the teacher and sit down in the sound of music, and after class, still in small group formation and step on the rhythm of the music, gently exit the classroom . During this training process, the teacher does not need to shout loudly to sit down, stop talking, stand up, stop and give instructions. He only needs to play the corresponding piano pieces, which not only cultivates the students' hearing, but also creates the atmosphere of the music class. A good way. Once this requirement becomes students' behavioral habits, it can play a long-term role and produce positive management and teaching benefits. On the contrary, if a teacher does not pay attention to the establishment of classroom rules and only relies on various demands and instructions to maintain classroom order, it will not only have low management efficiency and waste time, but also easily cause new classroom problem behaviors due to inappropriate demands. 2. Stimulate students’ interest in music. Primary school students do not observe discipline in music classes. In addition to poor self-control, to a large extent they are not interested in the content they are learning. Without interest, they will not like it and will not concentrate, so they will Will do things that have nothing to do with class. This requires teachers to study the teaching materials assiduously, prepare lessons carefully, and make the music lessons lively and interesting, attracting students' attention, and students will naturally integrate into the classroom. I know this very well. I am a new teacher with little teaching experience. The first few times I taught, I always asked the students to learn how to sing line by line, but soon the students no longer wanted to sing and were not interested. Later, I thought carefully about it, and when I was in the second grade class "Little Red Riding Hood", I made a simple courseware and told the students the fairy tale in the song "Little Red Riding Hood". Students quickly learned every scene of Little Red Riding Hood and remembered the lyrics quickly. At the same time, I also created a fairy tale melodrama so that students could happily learn and experience music activities. This class went very smoothly and the students were very interested. There was no need for teachers to remind students to pay attention to classroom discipline. 3. Create a good emotional atmosphere. Teachers should create a good emotional atmosphere and embody emotions in it.

In the teaching and singing of the "National Anthem" in the fourth grade, I created a quiet and serious classroom atmosphere for students to first appreciate the "National Anthem of the People's Republic of China", inspiring students to learn from the majestic melody and powerful rhythm. The sonorous call of the song, "Get up, get up, get up," evokes the scene of the Chinese people united as one, braving enemy fire and fighting the enemy one after another to fight for national independence and liberation, inspiring students' patriotism and respect for their revolutionary ancestors. In this way, students' enthusiasm for learning music will also increase. This entertaining way of teaching keeps students' attention in the teaching process, and the classroom teaching will be quite smooth, so it will be very easy to solve discipline problems.

4. Encourage more and reprimand less to give students a sense of accomplishment. Sometimes, as teachers, we can’t help but have high expectations for students and hope that students will succeed