1. Create a teaching situation of "autonomous learning"

In the teaching process, guide and stimulate the conscious awareness of the learning subject and make students willing to learn and learn, thereby developing and Develop personality qualities. Stimulate students' interest, fully mobilize students' awareness of participation, and make students "enjoyed to learn and active." Musical works are expressed by musical language, which includes melody, rhythm, speed, intensity, timbre, mode, tonality, harmony, etc. The second-grade musical fairy tale "The Tortoise and the Hare" is an appreciation textbook with a very rich musical language. Although some commentary is added, it is difficult for primary school students to understand the abstract musical language in depth simply by listening to it. So during class, I first hung up a picture of a big forest, trying to create an environmental atmosphere consistent with the music, and then asked the students to follow the storyline, each pretend to be their favorite animal, and "move" with the music ". In this way, everyone is no longer a spectator or listener, but a character in the musical story. During the race, I selected two children with good movements and expressiveness to play the role of the tortoise and the hare, and the rest remained their original roles. With the development of the music, while listening and performing, the "tortoise" and the "rabbit" really started racing. The other "little animals" cheered and jumped around for a while; for a while, they shouted "come on, come on". In the "movement", they forgot themselves and the classroom, and completely integrated into the music. This not only inspired The students' interest in learning also enables them to be immersed in the "situation", feel the different musical contents expressed in different musical languages, initially understand the musical language, and at the same time receive ideological enlightenment and education.

2. Create a teaching situation of "cooperative learning"

Establish an equal, democratic, and cooperative teacher-student relationship in teaching, and build a collective of teachers-students cooperative teaching and students-students cooperative learning The teaching model fully develops the teaching potential of social and psychological factors such as classroom collective communication, information network, and group psychological atmosphere, so that students can learn to communicate, learn to participate, learn to care, learn to compete, and promote students' individualized society in cooperative learning activities. change.

1. Change the organizational form of classroom teaching and create a classroom atmosphere of cooperative learning.

In music class, establish classroom study groups. For example: It is formed in the form of a group of four or three people. The group members are male and female, some are good and some are bad. This composition has a complementary effect.

2. Tap collective potential, experience the success of cooperation, and promote individual socialization.

In music classes, students can discuss in groups, exchange opinions, and play different roles in appreciating works, so as to experience the success of cooperation. Long-term teaching practice has proved that music teaching in primary and secondary schools is basic music teaching for all students, rather than professional teaching and the cultivation of a very small number of music professionals. Therefore, the evaluation of students can be mainly encouraging and tolerant. In terms of the form of singing review, various forms can be used, such as male and female students singing and reviewing each other; classmates at the same table in the group reviewing each other; individual singing and group review; one group singing and other groups reviewing; the whole class singing, teachers and students' independent review, etc. On the basis of extensive comments, students are then allowed to resing the songs with one or another opinion, and constantly improve their singing level, so that students can strive to experience the beauty of the song's artistic conception in a harmonious and democratic atmosphere, and perform their performance with their understanding of the song. Beautiful activity.

3. Create a teaching situation of "creative learning"

Create an active and democratic classroom atmosphere in teaching, encourage students to think more, ask more, do more, develop innovative consciousness, and develop Creative thinking, creative operation ability, and the formation of creative personality quality. For example: When I was teaching the song "Big Deer", through the little rabbit's rapid knocking on the door, I could see how the little rabbit asked the big deer for help, how to express its tone and speed, and how the big deer helped the little rabbit. ? . Processing was also added to the melody, emotions were added to the sections of the song, and contrasting processing of timbre and speed was added. These allow students to smoothly express their emotions in literary language and musical language. Through such creative teaching, students experience the creative joy of self-composition, self-creation, and self-entertainment, gain a sense of success, increase their interest in learning music, and receive unexpected results compared to conventional teaching. Moreover, you can also adapt the lyrics by adapting the story, such as: In addition to being chased by hunters, what other animals will the little rabbit be chased by in the forest, or what other animals can the little rabbit ask for help from, etc. Because I provided students with the opportunity to create freely and display their talents, so that students had an active sense of participation and a good creative mood, the newly adapted songs came out quickly. This teaching method has been adopted and has achieved good results. In the following teaching, I pay more attention to guiding and inspiring students to express themselves freely, "seek differences" and innovate, and create lyrics, rhythms and melodies, so that after students have mastered the learning content, they can show their talents without restraint.

In primary school music classes, the traditional teaching model can be changed and a teaching method of "autonomy, cooperation, and creation" can be established, which is conducive to the development of students' personality and promotes the cultivation of students' "quality and individuality". At the same time improve the overall quality of music.

4. Create beauty in "independence, cooperation, and innovation"

The "New Curriculum Standards" point out that "in the teaching process, lively and interesting creative activity content and forms should be set and scenarios, develop students’ imagination and enhance students’ creative awareness.” Due to limitations of age, culture, and life experience, primary school students have narrow tastes in trial.

However, the most common characteristics of song teaching materials suitable for this age group are short structure, beautiful melody, bright rhythm, and vivid image. In this way, we must create a beautiful music teaching environment; conduct musical teaching activity training; use role-based song performances and games to enhance students' emotional experience; use "competition" evaluation methods to guide students to actively participate in music teaching activities... In short Under the organization and guidance of teachers, students fully experienced the beauty of lyrics, melody, rhythm, and dynamics of musical works through active "playing"... This cultivates students to establish correct aesthetic tastes and actively engage in aesthetic experience , improve students' music appreciation, musical expression and creativity. For example: When I was teaching the lesson "The Painter", I deeply realized the fun and meaning of "playing": "The Painter" is a children's song that is full of children's emotions and catchy. In this lesson, I used two small paper puppets with different images of "happy" and "angry" as clues to carry out a series of activities on how to feel, embody and create songs. Especially when it comes to song performance and creation, students are not asked to make simple rhythms through their bodies. This only stays at a relatively superficial level. Instead, students should be guided to conduct deeper exploration in such a strong performance atmosphere. , and get deeper truth from it. So after the students learned the basic "skills of painting a house", ① I pretended to be "happy" and said: "Students, you are all hard-working and good students! Now let us divide the work and cooperate to paint the house thoroughly and make it More beautiful! Okay?" ② Then everyone started to discuss what to do; ③ At this time, the teacher asked: "Who will help paint the windows?"..."And the ground"...Suddenly the students became active again! Through this labor experience of "painting a house", the students experienced the joy of labor and understood that "labor is the most glorious"; ④ Finally, they enjoyed the song "Labor is the Most Glorious".

In this kind of practical activity of self-writing, self-performing and self-singing, students not only cultivate their interest in music, but also develop creative thinking and improve their performance ability, truly turning music classes into students' Independent activity class.

In short, in the "autonomy, cooperation, and innovation" classroom teaching form, students learn independently, perform freely, actively acquire knowledge, and truly become the masters of the classroom, while teachers become the organizers of the entire learning activity. As a guide, guide and service provider (teachers play the piano and play recordings), it helps students express musical works vividly, give full play to the active role of musical works, further stimulate students' interest in learning music, and then promote students' emotional experience and self-expression. and the improvement of overall quality. And it can change the traditional teaching model, which is conducive to the development of students' personality, promotes the cultivation of students' "quality and individuality", and at the same time improves the overall quality of music. Make rural music classroom teaching in primary schools truly "alive".