The music course in the compulsory education stage should allow students to carry out "feeling, experiencing, appreciating and creating" music activities in a relaxed and natural environment, and cultivate students' creative thinking and rich aesthetic consciousness, that is, music education in primary and secondary schools should put the cultivation of students' musical feeling ability in the first place.

Keywords: foundation; Music education; Perceptual ability; the first place

First, through the rich sound world of nature, cultivate students' cognitive ability and perceptual ability.

Music is an art of hearing. Music image shapes the thoughts and feelings expressed by music through musical elements such as rhythm, beat, tune, mode, tonality, harmony and form, and causes various emotional reactions through human auditory organs. Therefore, the feeling of sound is the basis of all musical activities, and it is particularly important to cultivate students' musical feeling ability through different forms and means. The world sound is expressive, with the sound of wind and rain, thunder and lightning, birdsong, barking of dogs, neigh of horses, roar of lions, sound of waves, sound of running water, motor of machines, guns on the battlefield and cadence of selling ... The composer has created a large number of music works to express these rich sound effects and his own feelings, such as Animal Carnival and Thunderball. In teaching, some music teachers guide students to listen to these works, so that students can feel the close relationship between music and the world, and feel the rich acoustics and the special expressive force and appeal of music in the world. On this basis, guide students to open the window of imagination and make their own "musical instruments" with various daily necessities to simulate the sound of the world. Under the teacher's inspiration and encouragement, some students put plastic paper into a ball and put it in their hands to make it make a "brush brush" sound to simulate the sound of rain in Mao Mao; Some students hold plastic beverage bottles and make "click, click" sounds to simulate thunder; Some use a section of bamboo as a bamboo whistle to blow out wonderful bird songs; Some empty cans are filled with sand and sealed with tape, instead of using sand cans to shake out the rhythm of "rustling"; Some students also use inverted plastic buckets or empty cake boxes instead of "drum sets" to play different rhythms; There are also students who fill bowls or teacups with different colors of water and knock out simple phrases with chopsticks ... These ordinary daily necessities are endowed with new concepts by children's imagination and creativity. Although they are simple and have no fixed pitch, they have played a role of "moistening things silently" in children's music enlightenment.

Second, guide students to enjoy music, stimulate students' rich imagination and cultivate students' language expression ability.

Music has the artistic feature of "invisible sound", and people's perception of the connotation of music is abstract. But the combination of various elements of music can always be perceived by people, which is the charm of music. In this regard, some teachers make full use of various means of expression of music to inspire students to use their imagination, describe the music they have heard in words and describe their feelings about music at the same time.

Lesson: Appreciate "Planting Seaweed" (primary school).

Planting seaweed is the theme song of the film documentary "The Girl Hiding in the Sea". The film describes the beautiful scenery of the South China Sea, the strange underwater world and the tense and happy life scenes of a group of diving girls, showing their spiritual outlook and noble sentiments.

In order to test the students' music perception, the teacher asked the students to listen to a piece of music first, and what scenes and artistic conception were depicted in the music without telling the students the background and title of the music. After listening to the music, the teacher asked: What kind of scenes and artistic conception emerged in your mind during listening to the music? The students' answers are varied: the sea, ships, seagulls and prairies. Some people say that they seem to fly kites in the fields in spring, while others say that they see stars and the moon in the night sky. ...

Next, let the students open their textbooks and find this lesson. There is an illustration of a child diving in the textbook. After introducing the music works and authors, the teacher told the students that this is the theme music of the film, and asked the students to make a title for this piece of music according to their own feelings about music.

The students are in high spirits. Except for the repeated or similar meanings, students * * * wrote 68 titles for this piece, 95% of which were related to the sea. Such as: "Wandering around the world" and "Hello! The sea, how beautiful the underwater world is, colorful underwater world, seagulls at sea, wonderful underwater world; Some titles are imaginative and poetic, such as Rainbow, Beautiful Dream, Jumping in the Sun, I got on a boat and so on.

The teacher fully affirmed the students' rich imagination and proper language expression, and the students were excited about the appreciation given by the teacher. This shows that students' ability to feel music will be explored and improved as long as they are carefully guided. At the same time, teachers need to respect students' pure nature and independent emotions, and encourage students to dare to express their unique aesthetic experience.

Third, combine various artistic expressions to cultivate students' ability to feel music.

Music, dance, poetry and painting are several different forms of artistic expression in the field of literature and art, each of which has its own performance characteristics, but they have close internal relations, and there are many similarities in aesthetic significance and expression methods, and the purpose is the same. Music and poetry are sound and intangible, while painting and dance are tangible and silent, and their combined expressions are more perfect.

Lesson: Appreciate riding the wings of singing (middle school).

This work was originally an artistic song written by German composer Mendelssohn with the lyrics of German poet Heine. It is full of poetry and free fantasy's romance, and was later adapted into an orchestral work.

This piece of music was played for the first time in class. In the music, the teacher recited Heine's poems affectionately, and waltzed lightly with the rhythm of the music, which made the students intuitively feel the perfection and harmony of the integration of music, dance and poetry, and deepened their understanding of the content expressed by music in sound and form.

Inspired by the teacher, students have a certain understanding of the emotions and artistic conception expressed in music works. After that, some students were selected and danced impromptu with the music under the guidance of the teacher, and a girl danced her scarf and was intoxicated by the wonderful music.

In this music activity, the teacher assigned the students an extracurricular assignment: write a poem in combination with their own feelings about the musical work "Riding on Singing Wings". Two thirds of the students have finished their homework. Later, the teacher selected some students to recite their poems in music class. They recited their immature works with immature voices, and their pride and sense of accomplishment were written on their faces. Some students who didn't hand in their homework were strongly infected and couldn't help improvising. A strong artistic atmosphere filled the classroom.

This situation confirms what educator Caillar said: the experience of art always needs a dynamic rather than a static attitude. No matter for the artist himself or the audience, we can't be in the kingdom of art forms without participating in these forms of creative activities. This observation and teaching greatly inspired our music students. In a sense, the novel music lessons of front-line teachers better explain the basic connotation of the new music curriculum standards, and make the cultivation of students' music perception ability become the top priority of basic music education.

In the cultivation of students' ability to feel music, I think the following points are worth summarizing and learning from.

First of all, educators should attach importance to every educated person. As a teacher, we should be patient with students' music enlightenment education, proceed from students' initial perception level of music, make the best use of the situation, step by step, and do not deny any students.

Second, teachers should be good at inspiring, so that every student has a pair of "ears to perceive music". Let students learn to appreciate, which is the premise of cultivating students' hearing and feeling music. In the past, I unilaterally thought that music lessons in primary and secondary schools were to teach a new song and know a few notes, and music appreciation was not something that people of this age could feel. Facts have proved that students can still enjoy music as long as they are constantly inspired. Learning to appreciate will bring happiness to students' music perception. At this point, the persuasiveness of teachers is particularly important.

Third, teachers should be good at using comprehensive art and guide students to feel music through various art categories. Teachers use body language to help interpret music in class. Their teaching methods turn intangible music into tangible music, and abstract music into vivid, intuitive and vivid music, which can easily drive and infect students to participate in personal experience and gain feelings.

The fourth is to encourage students to participate in the process of music creation. The goal of art education is not to make every student a master of art, but to explore students' musical potential and encourage them to participate in music creation is an important aspect of cultivating students' perception of music. Music teachers should be good at encouraging and rewarding students' music creation.

Fifth, music teachers should have high musical literacy and comprehensive quality, and have new educational ideas that keep pace with the times. The new educational concept requires teachers not only to have a solid professional foundation, but also to adapt to the development of the times and constantly update their knowledge, which is original and inclusive of knowledge.

To sum up, it should be said that the most basic purpose of basic music education is to help students establish the emotional connection between music and people and to cultivate students' perception of music.