1. Effective teaching design is the guarantee for junior high school students to have a good music class. A clear teaching goal is the vane of each music lesson! It is the beacon of all teachers' professional activities, dominates the whole teaching process, sets the direction of teaching and learning in each class, and is the direct basis for judging whether classroom teaching is effective or not. Therefore, when I design a lesson plan, before analyzing the teaching content, I must first find out why I should teach these contents, grasp the key and difficult points of teaching, pay attention to students' musical feelings, and grasp the growing point of new knowledge in the processing of teaching materials. Through the study of these contents, students will learn something or gain something, that is, they must first understand the target problem. (2) Designing students' learning activities around goals should reflect effective classroom teaching. It is necessary to highlight students' main learning activities and choose appropriate teaching methods, which is conducive to cultivating students' learning enthusiasm and interest, emotional experience and musical aesthetic ability. Most of the time in the classroom is spent on students' learning activities. Teachers' teaching serves students' learning, including starting and organizing students' learning activities in the initial stage. For example, in every music class, I have carefully designed the lead-in link, created a good music situation or raised humorous and interesting questions to stimulate students' curiosity, improve students' interest in learning and participating in music, make them like music classes, be willing to participate in and experience music, and adjust the classroom atmosphere through evaluation, so that music teaching activities can achieve the expected results. Through my correct guidance and students' active and serious study, students' comprehensive music literacy has been well demonstrated and improved, mainly in the following two aspects: ① The improvement of students' aesthetic ability, from simply thinking that music is * * * to formal and systematic learning, from perceptual knowledge to emotional experience and understanding, students have a preliminary study and understanding of various playing skills and music languages, broadening their horizons and increasing their. (2) The students' creativity and expressive ability have been significantly improved, such as the song "Buy Food", which is a children's song deeply loved by children. Lyrics are close to students' life. During the teaching, a child said, "Teacher, I want to change the lyrics, because we eat more food at home than what is written in the book, and the name is very nice, ok?" After listening to the child's sincere and childish words, I smiled: "Why not? Everyone can change it. You can write down the names of the dishes you like or the dishes you want to eat but haven't eaten. " As a result, the classroom atmosphere is lively, or three or five people form a young musician, singing and acting, and the students' emotions reach the extreme. With the encouragement of teachers, students dare to question and modify existing knowledge, thus guiding the development of students' innovative thinking. Teachers and students in the teaching process, only children experience success, can they get the joy of success, and teachers can enjoy the happiness of education. While creating a relaxed, happy and effective music classroom atmosphere for junior students, we should pay more attention to children's distinctive way of thinking, respect their individual differences and find their bright spots in time. 2. A pleasant classroom atmosphere is the motivation for junior high school students to have a good music class. "Music is the most important spiritual food for human beings. People need it because it can give people pleasure and enjoyment and make people feel happy and beautiful spiritually." Students in lower grades are simple-minded, have direct emotional reactions, and their emotions are easy to show on their faces. I like my students, and I hope they can feel the joy and fun of music with me in my music class. In teaching practice, I pay more attention to students' psychological evaluation while paying attention to students' classroom learning effect. Different encouragement and evaluation methods will cause different emotional reactions of students. For example, in the classroom, while commenting on the students' singing skills, they constantly encourage them, such as using such a language: "This sentence is really good!" "A little better!" "wow! You guys are amazing! You can sing such a difficult melody? Great! " With my bold encouragement, students will sing or play more confidently and boldly. Even if there is a little discordant voice mixed in, I will not shout loudly, but gently point out and say, "Take your time and try again!" " Less rude blows and reprimands, actively help students find and solve problems, become good friends of students, and let students not hide their shortcomings. In this way, students will show their natural expression of music experience in a relaxed and harmonious classroom atmosphere, and then change passive learning into active learning. From "fear of making mistakes" to "dare to make mistakes" and then to "correct mistakes", fully mobilize students' learning enthusiasm. In addition, if there is something wrong with my singing or playing, which affects the appreciation and performance of my classmates, I will sincerely apologize: "Sorry, the teacher didn't play well just now, try again." Take the initiative to apologize so that there is no identity gap between students and teachers. 3. Mastering the knowledge of music theory is the basis for junior students to have a good music class. 1. Learning rhythm, mastering rhythm is the soul of music. Without melody, you can express yourself independently. Rhythm training comes first, which can solve the difficulties in solfeggio teaching, thus achieving twice the result with half the effort. In the teaching of songs, I look for rhythm patterns in key phrases, learn to master them first, and then feel them in the music. If it is particularly difficult, I will slow down and practice gradually, and then return to the original speed after the practice is accurate, stable and consolidated. Slowing down the practice speed can reduce the difficulty and help students master key phrases from easy to difficult. In contrast, the beat is relatively simple and regular. After completing the teaching of new songs, we should form the habit of beating time while doing it, so that students can cultivate a sense of music at the same time. An important factor in listening, distinguishing and comparing melody pitch is melody, which has endless changes and ups and downs. If you leave the accurate pitch, even the most beautiful music melody will be out of shape. In music teaching, all tasks of melody listening and singing must depend on children's hearing ability, so hearing training is particularly important. Many junior students can't tell the pitch of different phonetic symbols on the piano. They have no idea about the height of the voice, and they can only sing it right if they hear it right. To this end, I fully establish the concept of pitch in class and cultivate my listening comprehension. Whether it is * * *, appreciation, or the training of music knowledge and skills, it should be carried out on the basis of cultivating students' auditory sensibility. For example, when teaching high notes in grade one, students are required to raise their hands; In alto, put your hands on your waist; In the bass area, hands droop. These seemingly simple movements intersect with teaching and cultivate students' ability to listen to pitch changes. Secondly, let the students listen to the big clock Jason Chung, feel the strength, play while listening and experience the ups and downs of the sound. For example, playing a simple phrase, is "sol-la-sol-" higher or lower than "mi-re-do"? Junior students begin with simple monosyllabic listening exercises and gradually develop into listening to simple phrases. On the basis of listening, they cultivate students' ability to distinguish pitch, and then combine songs to distinguish different pitch phrases in songs, inspire students to listen attentively and sing boldly, and gradually let students sing tunes correctly. ③ The preliminary understanding of emotion and the cultivation of music is a very special art. On the one hand, it is abstract. On the other hand, it is the most profound, delicate and accurate reflection of people's emotions. If our music teacher only pays attention to the teaching of music knowledge and skills, but not to the cultivation of healthy and rich emotions, it will certainly ignore the essence of music education-human thinking and emotional instinct. Under the guidance of the new curriculum concept, I think emotion should be the connection point between students and music, and we should pay attention to the cultivation of emotion in the process of music teaching. Many music works with beautiful melody, lively rhythm and vivid images are selected in the current music textbooks for lower grades of primary schools. Combined with the class situation, I use flexible and diverse methods to attract students' interest in learning, such as: enhancing students' emotional experience with role-based song performances and games; Using the method of "contrast", we can guide students to experience the different effects of emotional singing and heartless dry singing, and inspire them to truly experience each piece of music. Over time, students can perceive what kind of emotions music belongs to and what kind of emotions should be used to play when they first listen. At the same time, it reminds students of the changes of facial expressions and inner feelings when singing, and encourages students who perform well in the process of showing performances so that other students can imitate them better. 4. Good organization teaching is the prerequisite for junior high school students to have a good music class. According to the principles of physiology and psychology, the students in the first and second grades of primary school are eager for knowledge, active and imitative, but poor in persistence and endurance. Therefore, in classroom teaching, we should attach great importance to the organization and teaching of music lessons, mobilize students' learning enthusiasm, and thus concentrate students' energy and successfully complete teaching tasks. Only by fully protecting children's self-confidence and competitive desire, constantly changing the evaluation method of organizing teaching and keeping the classroom fresh will they have enough interest to persist for 40 minutes. In my teaching practice, I adopted the following methods to organize teaching effectively: ① expressing language encouragement! A smile of approval and a look of surprise are enough to arouse happiness ripples in students' hearts, give them a loving look, and let students harvest a bright face. ② Body language encouragement! Exaggerated hands, funny thumbs up, touching students' heads, or patting students' shoulders are just a small gesture, just like a spring breeze blowing to students' hearts, which has long since vanished, creating a pleasant learning environment for students. 3 awards encourage evaluation! Unify the materialization and spiritualization of praise-using small prizes with different shapes (such as five-pointed stars, small red flowers and red apples) in grouping areas, encouraging students who are actively studying in time, and constantly changing graphics to attract students' attention, which has a very remarkable effect in low-level teaching.