For a long time, music lessons have been centered on teachers, and music education has been confined to a fixed area, which has put students in a passive position and greatly suppressed their innovative consciousness and love for music. Nowadays, primary school students are naturally lively and imaginative, and their feelings about music are generally expressed through various actions. In recent years, under the guidance of the new curriculum concept, I have been exploring and practicing continuously, and constructed an autonomous activity, changing passive learning activities under the guidance of teachers into active learning, so that they can appreciate, feel, express and create beauty in the process of actively participating in learning music, meet the needs of students' self-cognition, self-expression and self-development, and truly turn music lessons into students' active learning classes. Now I will talk about how to make music lessons in primary schools come alive in combination with my own music lessons.

First, create a teaching situation of "autonomous learning".

In the process of teaching, it is necessary to guide and stimulate the self-awareness of the learning subject, so that students can enjoy it and learn from it, thus cultivating and developing students' personality. Stimulate students' interest, fully mobilize students' sense of participation, and let students "enjoy learning and play". Music works are expressed by music language, which includes melody, rhythm, speed, strength, timbre, mode, tonality, harmony and so on. The second grade musical fairy tale "The Tortoise and Rabbit Race" is an appreciation textbook with rich musical language. Although some explanations have been added, it is difficult for primary school students to deeply understand the abstract music language simply by listening. So, in class, I first hung a picture of a big forest, trying to create a musical environment, and then let the students dress up as their favorite animals according to the story and "move" with the music. In this way, everyone is no longer a bystander and listener, but a role in the music story. During the competition, I chose two children with good movements and strong expressive force to play the role of tortoise and rabbit, and the rest were still the original roles. With the development of music, while enjoying and performing, "tortoise" and "rabbit" really race together, while other "small animals" cheer warmly for a while and jump for a while; After a while, the sky was full of shouts of "Come on, come on". In the process of "moving", they forget themselves, forget the classroom, and completely integrate into the music. This not only stimulated students' interest in learning, but also made them feel the different music contents expressed in different music languages, got a preliminary understanding of music languages, and was also enlightened and educated ideologically.

Second, create a "cooperative learning" teaching situation.

Establish an equal, democratic and cooperative teacher-student relationship in teaching, construct a collective teaching mode of teacher-student cooperative teaching, fully develop the teaching potential of social and psychological factors such as classroom collective communication, information network and group psychological atmosphere, let students learn to communicate, participate, care and compete in cooperative learning activities, and promote the socialization of students' personality.

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

Music class, set up a classroom study group. For example, in the form of a four-person or three-person team, the team members are male and female, good and bad. Such a combination has complementary effects.

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

In music class, students can discuss and exchange opinions in groups, and they can also play different roles in appreciating works, thus achieving the success of cooperation. Long-term teaching practice has proved that music teaching in primary and secondary schools is a basic music teaching for all students, rather than professional teaching and training a few music professionals, so the evaluation of students can be based on encouragement and tolerance.

Third, create a teaching situation of "creative learning".

Create a positive and democratic classroom atmosphere in teaching, encourage students to think more, ask more questions and do more things, cultivate innovative consciousness, develop creative thinking and creative operation ability, and form creative personality. For example, in the teaching of the song "Big Deer", how did the little rabbit ask the big deer for help, how should its tone and speed be expressed, and how did the big deer help the little rabbit? . The melody is also processed, and the emotion, timbre and speed of the music part of the song are compared. All these enable students to express their feelings fluently in literary language and musical language. Through such creative teaching, students have experienced the creative pleasure of writing, creating and entertaining themselves, gained a sense of success, improved their interest in learning music, and achieved unexpected results compared with conventional teaching. Moreover, the lyrics can be adapted by adapting stories, such as: besides being chased by hunters, what animals will rabbits be chased by, or what animals rabbits can ask for help, and so on. Because I gave students the opportunity to create freely and display their talents, students had the consciousness of active participation and good creative mood, and the newly adapted songs came out soon. This teaching form has been adopted and achieved good results. In the following teaching, I pay more attention to guiding and inspiring students to play freely, to "seek differences" and to create lyrics, rhythms and melodies, so that students can display their talents freely after mastering the learning content.

In the primary school music class, we can change the traditional teaching mode and construct the teaching mode of "independence, cooperation and creation", which is conducive to the development of students' personality, promote the cultivation of students' "quality personality" and improve the overall quality of music.

Fourth, create beauty in "independence, cooperation and innovation".

The new curriculum standard points out that "in the teaching process, lively and interesting creative activities, forms and scenarios should be set up to develop students' imagination and enhance their creative consciousness". Primary school students are limited by age, culture and life experience, and their interest in trial is narrow. The common characteristics of song textbooks suitable for this age group are short structure, pleasant melody, lively rhythm and vivid image. In this way, we must create a beautiful music teaching environment; Training in music teaching activities; Role-based song performances and games enhance students' emotional experience; In short, under the organization and guidance of teachers, students can fully experience the beauty of lyrics, melody, rhythm and dynamics of music works through active "playing", cultivate students' correct aesthetic taste, actively experience aesthetics, and improve their music appreciation ability, musical expression and creativity.

In short, in the classroom teaching form of active learning, students learn independently, cooperatively and creatively, and actively acquire knowledge, thus truly becoming the masters of the classroom. Teachers, on the other hand, become the organizers, guides and servers of the whole learning activities, guiding and assisting students to express their music works incisively and vividly, giving full play to the active role of music works, further stimulating students' interest in learning music, and further promoting the improvement of students' comprehensive qualities such as emotional experience and self-expression.