Music teaching evaluation is to make an overall value judgment on the teaching quality of music teachers by using modern educational theory and technology, aiming at the goal of school music education and the repositioning of the role of music teachers, and also to provide effective guidance for the professional development of music teachers. Classroom music teaching is one of the main aspects of music teachers' evaluation. Through the evaluation of classroom music teaching, we can test the quality of music teachers in teaching level, professional knowledge level, musical ability, professional style and personality charm. The content of music classroom teaching evaluation should focus on the student activities organized by music teachers, whether students can achieve effective music learning in teaching activities, and how many students can achieve effective music learning. Mainly from the following aspects:

(A) evaluation of teaching objectives, focusing on comprehensiveness

Teaching goal is the starting point and destination of teaching, and its correct formulation and realization is the main measure to measure the quality of a class. First of all, from the perspective of teaching objectives, it depends on whether it is comprehensive, specific and appropriate. Comprehensive means that it can be determined from several aspects such as knowledge, ability, thought and emotion; Specifically, it means that the knowledge goal should have quantitative requirements, and the ability, thought and emotional goals should have clear requirements, reflecting the characteristics of the discipline; Suitability refers to the determined teaching objectives, which can be guided by the curriculum standards, reflect the characteristics of the current year, grade and unit teaching materials, conform to the students' age reality and cognitive law, and have moderate difficulty. In the implementation of all aspects of teaching, teachers should not only pay attention to the achievement of implicit and permeable goals of "emotion, attitude and values", but also pay special attention to the infiltration of explicit and implicit goals of "process and method" and the implementation of explicit goals of "knowledge and skills". They can grasp the scale, follow students' cognitive rules, guide students to learn independently, stimulate students' interest in learning music and experience the joy of learning music, and pay attention to the cultivation and development of students' four musical abilities.

(B) evaluation of teaching materials, focusing on creativity

First of all, it depends on whether the organization and handling of teaching materials are meticulous. Whether teachers can reasonably adjust and enrich the contents of teaching materials according to the teaching purpose, students' knowledge base, students' cognitive rules and psychological characteristics, whether they have strengthened the contents of methods, applications and explorations, and the integration and synthesis between disciplines.

(C) evaluation of the use of teaching methods, focusing on practical results

From the perspective of teachers' choice and application of teaching methods, this paper evaluates whether the methods adopted by teachers in classroom teaching can start from the psychological characteristics of students of this grade, create problem situations and guide students to think positively, so as to cultivate students' ability to the maximum extent and arouse their learning enthusiasm. Evaluate what kind of evaluation the teacher has made on all kinds of information from the classroom, what kind of feedback has been formed and how to deal with the feedback information.

(4) The evaluation method is instructive and reflects the discipline.

In addition to observing how teachers teach, we should also look at how teachers guide students to learn. For example, from the perspective of subject content and characteristics, it is necessary to examine whether teachers can guide students' learning according to their age differences, psychological characteristics, learning foundation, learning methods, learning ability, thinking characteristics, learning literacy, learning environment and conditions. Another example is to investigate whether the classroom can establish and form a variety of learning methods that give full play to students' subjectivity, so as to promote students' active and personalized learning.

(E) Evaluation of the teaching process, highlighting the rationality

The teaching goal is achieved through the teaching process. Whether the teaching goal can be achieved depends on whether the design and practice of teachers' teaching procedures are scientific. Teaching process evaluation includes the following main aspects.

1. See the design of teaching concept

2. Look at the classroom structure.

(vi) Assessment of teachers' basic teaching skills

Teaching basic skills are an important factor for teachers to teach well. Usually, teachers' basic teaching skills include the following aspects.

1. blackboard writing. 2. Teaching attitude. 3. language. 4. major: 5. Operation. 6. evaluation.

(7) Evaluate the cultivation of students' ability.

In the process of class evaluation, we should also pay attention to the situation of teachers' ability training for students. In practice, we should pay attention to whether teachers create a good problem situation for students, strengthen the problem consciousness in the teaching process and stimulate students' curiosity; Whether to pay attention to excavating students' internal factors and guide and encourage them; Whether to pay attention to cultivating students' good thinking habits, teaching students to think in many ways and solve problems from many angles, etc.

(eight) evaluation of teaching effect, pay attention to actual effect.

The evaluation of teaching effect depends on the completion of teaching content, students' mastery of knowledge, the realization of students' ability and the development of students' thinking. In evaluating classes, it is important to see whether teaching pays attention to connecting with students' real life, so that learning becomes students' internal needs; Whether to attach importance to the emotional factors in the teaching content, so as to combine knowledge, emotion and meaning, so that students' emotional needs and self-realization needs can be met; Whether to insist on teaching students in accordance with their aptitude, so that every student can get the best development on its original basis. At the same time, each student has his own bright spots and unique opinions, so we should also pay attention to whether teaching is oriented to all students, whether we should pay attention to the harmonious development of students and whether we should pay attention to the sustainable development of students.

Second, the principles of classroom evaluation

(1) Guiding principles

Music curriculum evaluation should help students understand their own progress, discover and develop their own musical potential, build up self-confidence, promote the development of music perception, expression and creation, and provide useful reference for further improving students' cultural quality and value judgment ability, establishing social responsibility and cultivating students' awareness of life planning. It is beneficial for teachers to sum up experience and improve the level of education and teaching; It is conducive to strengthening, improving and improving music teaching in schools and promoting the development of curriculum reform in the direction of comprehensively promoting quality education.

(2) scientific principles

The determination of evaluation indicators and the selection of evaluation methods should be based on the characteristics of music disciplines and the content standards of different teaching modules, reflecting the nature of music courses in ordinary senior high schools, conforming to the characteristics of physical and mental development of senior high school students and the objective law of music aesthetic education.

(3) the principle of integrity

Whether evaluating students, teachers or school music education, we should focus on the whole, covering all levels of curriculum objectives and teaching content. In the evaluation of students, teachers and schools, we should use a scientific attitude and development vision to affirm their progress and development from the review and comparison of different stages, point out their efforts, and make the evaluation play an incentive and promotion role.

(D) the principle of operability

Evaluation indicators and methods should be simple, clear and easy to operate and popularize. According to the characteristics of music teaching, we should combine qualitative evaluation with quantitative evaluation, formative evaluation with summative evaluation, integrate evaluation into the whole teaching process, and organically combine self-evaluation, mutual evaluation and other evaluation to form a lively, democratic and harmonious good evaluation atmosphere.