Content summary: Music is a compulsory basic course for art education in primary school, and it is also an important way and content to implement aesthetic education. The quality, success or failure of primary school music education directly affects the improvement of students' aesthetic quality and artistic accomplishment throughout the primary school stage and even in the future. Therefore, how to improve the overall level of primary school music teaching plays a decisive role, and cultivating primary school students' interest in music is the premise and foundation for improving this overall level. Keywords: Cultivate interest. Interest is the best teacher for lower grade students. Where does “interest” come from? It can be said that without "pleasure", there is no "fun". Psychology tells us that "primary school students' interests are formed in activities and developed through activities." Interest is not innate, the key is to cultivate it. Only by forming and developing students' interest in the process of music learning can students' love for music be cultivated, and music can truly enter the students' hearts and become a beautiful thing and a pleasant experience for their souls. Only in this way can students like it emotionally and make music learning a pleasant enjoyment. Whether a class attracts students and arouses their interest depends first on whether the teacher's lectures are cordial and vivid. The knowledge structure is reasonable, good at inspiring students, mobilizing students' enthusiasm for learning, and enabling students to learn a lesson and sing a song well easily and happily. This is just like what is said in psychology: "Anything that is vivid, concrete, and vivid, with novel forms and bright colors, is more likely to arouse students' interest and attract their attention." Tolstoy once said: "Successful teaching requires not coercion, but stimulating students' interest." Interest is a psychological activity with strong feelings. As long as they are interested in something, it will stimulate children's enthusiasm for active learning, and learning will not become a A heavy burden. 1. Use exquisite teaching aids to stimulate students’ interest. Children are very curious and are very interested in things with concrete images, novel forms, and bright colors, which can easily attract attention. In my teaching practice, I deeply realized that in class, teachers should use vivid forms to dress up the knowledge they want to teach and create a relaxed learning atmosphere to stimulate students' interest in learning. When teaching the first-grade textbook "Little Frog Looking for a Home", I designed a small storyline and made headdresses such as kittens, ducks, chickens, monkeys, puppies, and frogs, and drew them on the blackboard. Put the plot diagram on it, and then paste the realistic and lifelike headdress picture on it, and the teaching aid is made. When the students came to my music classroom, they couldn't help but scream. The joyful expressions and approving eyes on the children's faces made me very happy. Teacher-student activities are also relaxed and enjoyable. I manipulated the headdress rhythmically, and the students naturally learned to call "meow, meow"; "ga, ga"; The same sound echoed around the music classroom, which was wonderful. Then, I asked students to play the role themselves, which also stimulated students' enthusiasm for participation. In this way, students entered the atmosphere of music easily and happily. Art is interlinked. Whether it is art or music, they are important means of providing aesthetic education to students. They both use images to reflect a certain social life. Therefore, I often combine the two and apply them in my teaching work. As the French writer Romain Rolland said: "Various arts often impress each other and invade similar art fields. Sometimes music turns into painting, and sometimes painting turns into music." Therefore, I like to use various forms of painting to develop students' interests in teaching. For example, when teaching "Two Little Elephants", I carefully drew a background picture of a small river, with two cute little elephants smiling and using their hooked noses to show friendship. Next, show this picture, and then let the students look at the picture and talk. Teacher: What are the two little elephants you see doing? How do they pretend to feel? Student: I saw two baby elephants hooking their trunks, and they were very happy. Looking at the cute pictures, the students naturally understood the content of the song and involuntarily learned the postures in the pictures to play the role of elephants. They happily learned the songs and successfully completed the learning task. It can be seen that teaching aids are an indispensable tool to stimulate students' interest in teaching. Good teaching aids can achieve twice the result with half the effort in a class.

2. Use rhythmic methods to stimulate students’ interest. Due to the lack of knowledge and experience of lower-grade students, their thinking and language are in the state of young children. They are lively and active, like to imitate and are good at imitating. They are often not satisfied with singing alone. To express emotions, I am not satisfied with listening to music quietly. I prefer to supplement it with movements, and enjoy singing and moving at the same time. We know that when music stimulates children's hearing and creates a rhythm in their hearts, children will move. This rhythm is the deepening and sublimation of their inner feelings about music. Therefore, the combination of body rhythm and music is the best way to make lower-grade students sing, and it is also a good way for us to fully mobilize students' enthusiasm. In order to adapt to this characteristic of students, in music classes, I ask students to create movements and rhythm while enjoying music. The song "Animals Talk" in the first-grade performance class has a strong rhythm and rhythm, and the lyrics are catchy, and students enjoy it while listening to music. , please can’t help but move in your seat. I am also seizing this moment to let the students stand up from their seats. At first, before they are familiar with the songs, the children can only follow the rhythm of the music and add some action performances that they usually do. For example, shaking your head, stamping your feet, twisting your butt, shrugging your shoulders, etc., they look particularly lively and cute. Then I read the lyrics aloud, and after that, I arranged for the students to listen to the music, watch the lyrics, and imitate the movements. At this time, the children's interest became even more irresistible, and they all learned the movements of the chicken, the movements of the little duck, and the movements of the little frog. The students There is a lot of interest and the atmosphere in the class has reached a climax! Next, I also designed to play the music again, without singing the lyrics, and let the students improvise and create rhythms according to the rhythm of the music. They can also perform the movements of their favorite small animals, and then let the students come to the podium one by one to dance for everyone to see. , which not only complies with the characteristics of children's love for movement, but also activates the classroom atmosphere. At the same time, it stimulates students' desire for creativity and expression, so that students can actively learn music in a cheerful atmosphere, and allow students to fully express themselves and affirmation in activities. themselves, thereby stimulating their strong interest in learning. For another example, when I teach "The Yi Family Dolls Are So Happy", I first guide the students to find the rhythm from the language of life (hurry up, come on everyone), (sweep the floor, brush your teeth) (dad, mom), and then read it aloud. , sight reading, and learning movements such as clapping hands and legs, stamping feet, twisting fingers, etc., deeply impressed the students, remembered them firmly, and acquired the dance-like rhythm of this lesson with great interest. Music is the art of time, and rhythm is the backbone of music. Carefully designing rhythm training based on the key and difficult points of the course rhythm can not only strengthen students' sense of music rhythm, but also slow down the teaching slope and add interest to the teaching of new lessons. 3. Create situations to stimulate students’ interest. It can be said that creating appropriate situations is an organic condition for cultivating students’ aesthetic and creative abilities. The so-called situation, I think, is an artistic conception and environment that can arouse students' inner emotions and listen to the class. If students are compared to actors, it is a stage for actors to use their imagination and talents. As a director, teachers should do everything possible to create this "stage", because the role of this "stage" is really important. Interest is not innate, it is the result of environmental influence and education. Teachers must be good at designing specific teaching situations for students and guiding students into such situations in order to stimulate children's interest in learning music. When teaching the first-grade textbook "Little Frog Looking for a Home", I described a situation: a grand music ceremony was held in a beautiful large forest, and small animals came to participate one after another. There were kittens, Puppies, little monkeys, little squirrels, little sparrows, little elephants, little frogs, etc. The concert was wonderful, with the happy dancing of the little squirrels, the wonderful acrobatic performances of the little monkeys, and the wonderful acrobatics of the little monkeys. The beautiful songs of sparrows, but happy time always passes very quickly. The music event is over and the little animals go home again. At this time, there are crying sounds. Who is crying? It turned out to be a little frog. The kitten and the puppy asked: "Why are you crying?"... After listening to this little story, the students quickly entered a learning state. So I guided: "It turns out that the little frog can't find its own home." So why can't you find a home? Let’s go into the forest concert together and have a look! "With a good teacher who is interested, students will be more engaged in learning. I have deeply realized in teaching practice that if we can create interesting music situations in class, we can stimulate students' interest to a greater extent. They will enter the music classroom with a strong thirst for knowledge.

4. Make music knowledge interesting and visual, and arouse students' interest in learning. Usually music theory knowledge and skill training are boring and boring. For lower grade children who are extremely active in all aspects, if these knowledge are taught in a very direct way It is completely unfeasible, but they are an indispensable link in music teaching. Only by mastering theoretical knowledge can students avoid detours in music learning and improve their musical quality. When facing primary school students around ten years old, we can only make students happy and easy to accept by entertaining them and making theoretical knowledge interesting and visual. For example, in order to make it easier for students to remember the rest symbol, I compared it to a red light on the road. Stop when you see the red light, and also used childlike language, that is, the teacher is the traffic police on the road. Let's see which child obeys the traffic rules the most. Now all the students were very cautious, so they sang particularly crisply when they reached the rest, achieving the expected effect. For another example, in order to help students remember repeated symbols, I made up a scenario: "A car set off from a station. Because he drove too fast, the traffic policeman punished him and then returned to the original place and drove again. As a car When I drove out for the second time, I passed the traffic police uncle smoothly and continued to drive forward!” In this way, the children quickly understood the function of this repeated mark and remembered it. In order to let students master the pause mark "·", I asked students to think of it as a small ball and feel its elasticity by patting the ball. This way, they can not only remember its appearance but also pay attention to its elasticity when singing. For another example, when learning to sing a more difficult-to-speak tune in a song, I asked the students to use the burping method to sing, and used this familiar physical reaction of children to help the students master the singing of the song. I was surprised that the students used this method to sing. The sentences sung in both ways are so accurate and natural! For primary school students, we should help students shorten the distance between learning music and using music as much as possible, so that students can feel that learning music is a need in life, and music is coexisting with human life. That is to say, music issues are brought to life and a bridge of interest is built between life and music, so as to stimulate students' interest in learning music. In short, interest is the golden key for children to open the temple of music, and it is also the key wing for them to travel in the world of music. It is an important task of our music teachers to stimulate and develop students' interest in music. We should work hard to stimulate children's interest in music and constantly cultivate and discover children's musical talents. The interest in music learning of lower primary school students is in a hazy state, so it is even more important to inspire interest. To this end, we should pay attention to using rich associations to create artistic conception and inspire students' thinking enthusiasm; use colorful music situations to inspire students' interest in experience; use touching singing skills and appropriate artistic processing to arouse students' interest in performance and try to make them Students become curious and interested in music indirectly.