What aspects does the scientific research ability of music education include? The scientific research ability of music education is one of the necessary abilities of music teachers. Music education and scientific research is a creative activity aimed at the practice and theory of music education and revealing the essence and law of music education phenomena. It is a study of new ideas and new problems found in the process of music education, which uses scientific methods to understand and solve problems, so that abstract understanding rises from perceptual to rational, and goes deep into the essence of things from the surface. The ability of music education and scientific research is an important basic skill of music teachers: first, only by constantly conducting music education and scientific research, combining with the actual exploration of the law and under the guidance of scientific theory, can music teaching be effectively carried out; Secondly, to improve the teaching quality of music education, we must act in accordance with the law of music education and teaching, not only to learn educational scientific knowledge, but also to conduct educational research in person, and explore and study in our own music teaching practice to find the combination of music education theory and practice; Thirdly, renewing the educational concept and reforming the contents, ways and methods of music education need to be explored and studied in the practice of music education. Engaging in educational research is the best way to improve the quality of music teachers. New music teachers must establish the belief of "developing education through scientific research" and adhere to the guiding ideology of putting education, teaching and scientific research first. Specifically, the research ability of music education includes two aspects: the research ability of music teaching and the experimental ability of music topics: 1) The research ability of music teaching is first manifested as the ability to reflect on one's own teaching practice and the surrounding music education and teaching phenomena, to be good at finding problems from it, to keep the sensitivity and exploration habits of daily work, to continuously improve work and to form a rational understanding. In this sense, music teaching research has become a professional lifestyle of music teachers as professionals; He created his own professional life quality, which is the highest expression of the autonomy and ability of music teachers in professional work. The further development of music teachers' teaching and research ability is the ability to explore and create new educational problems, ideas and methods, and the ability to form comprehensive and creative solutions to new problems by using various experiences and knowledge, so that teachers' work is more creative and internal. The main way to improve the research ability of music teaching is to seriously study music teaching methods. The goal and content of music teaching determine the particularity of music teaching methods. Because of the individual differences and regional differences of students, music teaching methods are diverse and complicated. Appropriate teaching methods can stimulate students' interest in learning music, which is conducive to the improvement of teaching quality. Improper teaching methods will make students feel tired of learning and hinder their development. The essence of music teaching method is that it is a two-way teacher-student relationship and a two-way communication activity between teachers and students. The activities of music teachers and students are interrelated and cooperate with each other. To improve the effect of teaching methods, we must fully mobilize students' learning enthusiasm as the main body of teaching and combine the leading role of teachers. Music teaching methods are generally experiential (such as feeling method, listening method and appreciation method), expressive (such as practice method, imitation method, improvisation method, performance method, rhythm method and game method) and comparative (such as comparison method and identification method). ), teaching method (such as talking method, discussion method) and inquiry method (such as investigation method, discovery method, analysis method and game method) Among foreign music teaching methods, Orff teaching method (German), Kodaly teaching method (Hungarian), Dalcroze teaching method (Swiss) and suzuki method (Japanese) have great influence on music education in China. (2) The experimental ability of music topics generally includes the following steps: the first step is to select a topic. When choosing a topic, we should first find out the information of others' research on this topic, and then make a preliminary investigation to understand the scope of the object involved in this topic, the significance and value of this topic research, and make theoretical preparations related to the topic. The second step is to make a plan. Including the choice of research object, the determination of specific research content, and the choice of research methods and means. The third step is to learn and implement. Including preparation, investigation, experiment, access to relevant information, etc. The fourth step is to sort out and summarize. Including the collection and classification of research materials, analysis of research results to draw conclusions, writing research reports, etc. In order to reduce blindness, improve planning and achieve twice the result with half the effort, it is necessary to make a scientific and careful research plan for the experimental research of music topics. The project experimental research plan includes: project name; Research purpose and significance; Research object and scope; Research content; Research methods, techniques and steps; Tools, equipment and funds for research; Research units, personnel and division of labor; The completion time of the research project; The form and completion time of the research results; Identification of research results and so on.