Art education includes music teaching, but now music classes pay more attention to grades, make students memorize what they want to test, fail to improve students' musical literacy and interest from aesthetic aspects, and ignore or despise art education. Art education is actually to develop students' personality and creativity, improve students' personality and improve their comprehensive quality. Students' artistic experience in art learning has been enriched and sublimated. Greatly improved students' ability to feel, create and appreciate beauty and healthy aesthetic taste. It can be said that "education without aesthetic education is incomplete education".

Music is an emotional art, which contains the feelings of songwriters. In primary school music teaching, teachers should give full play to the aesthetic function of music, change teaching concepts, innovate teaching strategies, optimize teaching methods, let students receive aesthetic education, guide students to learn music in a multi-dimensional and all-round way through watching, listening, thinking and singing, and experience the artistic conception and the author's feelings in appreciation, imagination and learning, so that students can be influenced, infected and shocked by beauty in music learning, and develop noble aesthetic interest and positive and optimistic attitude towards life.

The current primary school music textbooks provide rich teaching contents for cultivating students' aesthetic taste. There are many music works with short structure, cheerful rhythm and beautiful melody that are very suitable for primary school students. Teachers should make full use of these advantages in teaching materials and infiltrate aesthetic education in teaching. In today's music teaching, many teachers have accumulated rich and excellent teaching experience, such as: using multimedia to appreciate teaching; Enhance students' emotional experience with rhythm and performance; Stimulate students' desire for emotional expression with games; Create a teaching environment, so that students can feel the charm of the works on the spot; Guide students to actively participate in music teaching activities through appraisal and other means. In the years of music teaching, I tried to make a preliminary exploration from the following aspects.

First, create beauty, feel beauty and shape feelings with beauty in singing learning. Soviet educator Suhomlinski once said: "There is a deep-rooted need to be a discoverer, researcher and explorer in people's psychology, and this need is particularly strong in children's spiritual world." Creation is the fundamental driving force for the development of art and even the whole society and history, and it is an important embodiment of the function and value of art education. Music creation is full of charm because it emphasizes distinct personality characteristics. Singing is an essential teaching content in the lower grades of primary schools. Songs contain a strong sense of rhythm and beauty of rhythm, which is the reflection of musical image and the expression of rhythm. Whenever students feel the changes in the pitch, timbre, strength and rhythm of rhythmic music, they can't help dancing and have a sense of rhythm with the music. At this time, the students' own movements and music rhythm will produce a harmonious aesthetic feeling, bring people a harmonious feeling of vision and hearing, and let you enjoy beauty.

Second, improve students' aesthetic taste and broaden their musical horizons.

There is a saying that "interest is indisputable." What music a person likes and dislikes varies from person to person. We should respect everyone's hobbies, but we can't give up guidance and education. Primary school students have narrow aesthetic taste because of their young age and lack of life experience. At this time, teachers should improve students' aesthetic taste through music teaching activities, so as to broaden students' musical horizons. Music teaching in primary schools should be responsible for improving students' aesthetic quality of music, so that students not only like contemporary music, but also understand and appreciate music in various periods. The quintessence of traditional Chinese opera and folk songs arranged in the textbook are excellent national music education textbooks.

Every country and nation in the world has its own excellent musical works, forming a rich and colorful musical style. Music has no national boundaries. Judging from aesthetic taste, students like novel and diverse musical styles. As teachers, students should not only understand their own national music, but also broaden their musical horizons and let their children enjoy more foreign songs. For example, when I was teaching the song Auld Lang Syne in Unit 6, Grade Five, I created a music activity with the theme of I am the director, and with Auld Lang Syne as the music background, I asked the students to direct a scene of leaving friends at a graduation ceremony for their group. It is through such music practice activities that students' imagination is stimulated on the basis of perception, and their creativity and cooperation and coordination ability are improved. Through music practice, scenes, characters, emotions and music are integrated, so that students can try to explain their psychology and scenes with music, thus improving their sensitivity to music, improving their aesthetic interest in music and further deepening their understanding of music works. A good song is not limited by national boundaries and can spread to all corners of the world! Let everyone put it down!

This kind of design is very emotional and vivid, and both vision and hearing gain aesthetic feeling. The aesthetic pleasure gained by perceptual imagination and the truth that music has no borders are deeply left in children's hearts.

Of course, the development of aesthetic interest is based on the growth of life experience, knowledge structure and emotional experience, and the development of aesthetic interest education cannot be separated from this foundation. This requires music teachers to constantly strengthen their own cultural literacy, especially the accumulation of music literacy, and constantly explore the reform of music education, so as to gradually cultivate students to learn spiritual nourishment from excellent music works at all times and in all countries, expand the aesthetic taste of music and broaden their musical horizons.

Third, improve students' musical literacy and cultivate aesthetic taste. Pupils' ability to distinguish right from wrong is weak, and their curiosity and imitation ability are particularly strong. This phenomenon easily leads to students' distorted mentality and disorientation, which seriously hurts students' body and mind and affects their healthy growth.

Music teachers should realize their heavy responsibilities, make full use of the excellent music works provided by textbooks in music teaching, carefully design the internal and external activities of music teaching, let students experience the beauty and emotion of each work through teaching methods such as listening, singing, speaking, jumping, acting and comparison, guide students to establish healthy and noble aesthetic concepts, cultivate aesthetic sentiments and improve music literacy.

In short, in primary school music teaching, music teachers should not only strengthen the study of professional music knowledge, but also strengthen the study of aesthetic education and music aesthetic education theory. How to improve students' aesthetic taste and how to infiltrate aesthetic education in teaching practice can we design accurately and finally achieve the goal of improving students' aesthetic quality.

refer to

[1] Basic Principles of Aesthetics by Liu Shucheng, Xia Zhifang and Lou Xiyong, Shanghai People's Publishing House, 200 1.

[2] Zhang Qian, Wang Cizhao. Fundamentals of Music Aesthetics People's Music Publishing House, 2006.

author

Reecha Yu