Dance teaching is a part of art education. By cultivating primary school students' interest in dance, practicing dance in various forms, making good use of body language to correct mistakes, and combining music classroom teaching, students can learn to dance. The primary stage of dance class is an important stage of physical and psychological development in one's life. Pay attention to let primary school students participate in various appropriate dance education and teaching activities during this period, which can not only promote the continuous growth and development of children's bodies, but also cultivate their temperament and character. As a primary school music teacher, in addition to a good music class, we should also study dance teaching closely related to music. According to the characteristics of primary school students' strong desire for expression, strong plasticity, poor understanding and poor persistence, dance teaching is carried out step by step, and the cultivation of knowledge, skills and aesthetic feeling runs through the teaching. First, cultivate students' interest in dance. In view of the fact that most primary school students have not received professional dance training and have a poor foundation, they should often watch dance audio-visual materials in teaching, or personally demonstrate a beautiful and stretched dance combination for students to see, which can best infect children from the emotion of dance movements and performances, stimulate their interest and desire in learning dance, improve their enthusiasm for learning dance, and set a good learning example for their next study. In classroom teaching, students can be described and inspired emotionally according to the characteristics of dance, so as to mobilize students' emotions and then carry out action teaching. For example, when teaching Mongolian dance, first describe a beautiful picture to the students: there is an endless grassland in front of you, white sheep and galloping horses on the grassland, and eagles spread their wings and soar in the blue sky ... Through description, enlighten the students: What will your mood be like if you stand on this grassland and breathe fresh air? Through inspiration, arouse students' impression of grassland customs, spread the wings of imagination, and let students naturally understand the artistic conception of dance. Second, the use of a variety of means for dance teaching 1. Practice is the basic method for children to participate in dance activities. The form of practice is not a single repetitive action. In terms of the number of participants, practice methods such as grouping, dividing roles and being alone can generally be adopted. From the learning of teaching materials, we can use basic movements, difficult movements, segmentation and complete series arrangement and other practice methods. 2. Using observation imitation method can keep the integrity of dance movements, concentrate the attention of primary school students, and constantly improve their observation, memory and dance performance ability in the learning process. When using this method, the teacher's actions should be accurate and infectious, preferably mirror demonstration, and there should be concise language tips to guide primary school students to learn and observe the law of imitation. 3. Game method Using games can easily improve primary school students' interest in learning and keep their enthusiasm for learning dance, thus improving the efficiency of dance learning. For example, when learning Xinjiang dance, there are many common hand positions. When reviewing this dance hand position, we can use the game of "Fruit Tree": write the names of nine hand positions, such as skirt position, double position and hat position, on various colorful and lovely fruit cards, and hang these "fruits" on the "tree". After the game starts, let the students take it off and make a gesture on the card. 4. Language prompt password method In dance teaching, students should be provided with more things outside the rhythm, such as feeling, taste, language prompt and password, which can speed up the understanding of dance content and emotion, master movements and improve their interest in learning. For example, when teaching teachers to take small steps, they should feel the side waist, but the students' eyes don't know where to fall, which makes people feel invisible, so I used the metaphor of "beauty looking in the mirror", and the students immediately got the message. When using passwords, we should pay attention to simplicity and image, not too much, and strengthen the cooperation between music and action. Third, make full use of body language to improve teaching effect. Dance teaching is different from classroom teaching under static conditions. No matter whether the students finish the basic dance exercises or the combination exercises, teachers should observe carefully and find the students' wrong actions. If teachers are good at using gestures, eyes, posture and other body language to hint and correct students' wrong actions in the teaching process, they will receive good teaching results and help beginners build confidence in learning dance. Especially when practicing dance combination, proper use of body language will get twice the result with half the effort. Whether the teacher has mastered body language such as gestures, eyes and posture when instructing students to do exercises. They will be able to receive a lot of information more intuitively and vividly, and improve the speed of students mastering various dance essentials. Not only that, but also make students' vision and hearing constantly change their focus and get fresh stimulation, which is conducive to reducing their visual fatigue and psychological fatigue, so as to maintain a high degree of concentration and devote themselves to dance learning with abundant energy. As the exporter of dance teaching knowledge and skills, teachers should not only be good at using body language scientifically, but also be good at observing students' body language in learning and analyzing and identifying students' attitudes towards learning dance. If they find students frowning, they lack interest and confidence in the movements they practice. Frowning indicates confidence, and smiling lips indicates interest in what you have learned. Looking around, bowing your head means you are absent-minded, but nonverbal body language is not mysterious. As long as teachers master and use their good body language in turn, it will be of great help to improve teaching methods. Four, combined with music teaching, infiltration of dance teaching in music teaching, you can often learn songs, listen to music, analyze the image of music, dance teaching. Its forms are also varied. Such as song performance, rhythm teaching, group dance, performance dance and so on. In addition, children's ability to create and improvise dance movements can be cultivated purposefully and planned, and their imagination, memory, creativity and performance ability can be improved. Dance teaching in primary schools is a challenging and professional art education for our music teachers. In order to sow the seeds of beauty in the hearts of primary school students, enlighten the charm of beauty and cultivate a group of outstanding artistic talents for the future, we should follow children's cognitive laws and psychological characteristics and teach students in accordance with their aptitude. What is needed in today's society is compound talents, and the task before primary school music teachers is very glorious and arduous. We should study hard, extensively learn all kinds of artistic knowledge and skills, including dance, and constantly explore new art teaching methods. As far as dance teaching is concerned, it is necessary to effectively mobilize students' initiative and enthusiasm in learning dance and strive for the best dance teaching effect. Let's work together to make this gorgeous flower of primary school dance unbeaten forever.