A successful primary school music class needs a certain artistic beauty construction. The teacher designs the lesson plan of this course, just like a composer creates a work; Taking this class is the performance of this work; Observing this lesson is an appreciation of artistic beauty. Therefore, teaching philosophy, teaching design and teaching methods are the prerequisites for the success or failure of teaching.

Keywords: music; Teaching; Validity; Fine arts; appreciation of the beauty

How to activate music classroom teaching in primary schools and make classroom teaching more effective is a problem that everyone is concerned about at present. In order to achieve the expected classroom teaching objectives and make classroom teaching in primary schools more effective, teachers should first change their educational concepts, establish training objectives and study teaching methods.

First, change the concept of education

The basic task of the new music curriculum is to cultivate students' ability to feel, appreciate and create beauty, and to help students establish correct aesthetic concepts and make them have noble aesthetic sentiments. Teachers should consider the cultivation of aesthetic ability, from simple to complex, from primary to advanced, step by step. Especially students of primary school age can cultivate students' noble aesthetic taste through preliminary comparison and evaluation of works, guide students to enjoy beauty from truly beautiful things, understand and create beautiful things from work, daily life and art, and teachers should stress the art of education and insert imaginative wings into students' thinking with intelligent questions.

Second, popularize music education.

The purpose of music teaching is to cultivate all-round people and promote the coordinated development of all students in many aspects, not to train musicians. On the premise of this great goal, it is determined that its nature is universal education of music art, not professional music education. Teachers must carry out music education with aesthetics as the core, and finally achieve the purpose of cultivating aesthetic ability, developing noble sentiments and improving people's quality. Aesthetic education can cultivate people's noble sentiments and inspire people to strive for the creation of all beautiful things.

Teachers can educate students to establish a correct aesthetic view, cultivate students' aesthetic ability, stimulate students' love and pursuit of beauty, shape sound personality and healthy personality, and promote students' harmonious development according to students' physiological, psychological, knowledge structure, comprehensive ability and personality characteristics at this age, combined with the advantages of this subject, so as to achieve the purpose of improving ideological and moral, scientific and cultural, physical and mental quality, and cultivate high-quality talents with all-round development for the future. Through art education, help students understand right and wrong, good and evil, beauty and ugliness, take goodness as beauty, virtue as beauty, love science as beauty, patriotism as beauty, and studious as beauty. In my music appreciation class, how to cultivate children's keen insight into music emotion is a very interesting process. I remember once I asked my students to talk about their feelings after listening to Wild Bees Flying without showing my topic. Some students said they heard the sound of the flood. Some people say that they heard galloping hooves ... one of the students vividly described: "Music is sometimes deep and powerful, like a fierce tiger, and jumping in music feels like a cute and agile deer." The fast speed in music seems to be a scene where tigers and deer chase each other, and the grandeur of music brings people into the wide Yuan Ye. " I was deeply impressed by the student's rich imagination, and I couldn't help asking him, "Why did you think of this scene?" The student replied to me: "I saw a tiger chasing deer in the animal world the other day, but I didn't consciously think of it when I was listening to the song today." Yes, whether it is Tiger Chasing Deer, Running Horse or Flood Outbreak, it is the result of students' imagination when listening to songs in combination with their own life experiences. How can a teacher deny it easily? What's more, music is vague and uncertain, and any feeling is established before the opening hint. I appreciate and encourage my classmates' answers, and their innovative spirit and enthusiasm have also been affirmed.

So why don't students think of the scene of wild bees flying? So I asked the students, "Have you ever seen a swarm of bees flying?" The students said no, no wonder, without life experience, where did you get the artistic conception? In order to let students know the composer's original intention of writing this song, I searched a short video about wild bees after class. By watching, let them know that wild bees like to live in groups, know the sound they make when flapping their wings, and know the fierce scene when they attack the enemy. With this preparation, it is very effective to enjoy the "flying wild bees". Students sometimes shake their wings when listening to music, sometimes feel dangerous, and sometimes draw the route of wild bees flying in their hands.

Any wonderful moment is not designed before class, but grows in the interaction between teachers and students, life and life, from the exchange of thoughts and feelings, and from the touch of feelings. Respecting students' unique interpretation of music means respecting our music, which is the unique charm of music appreciation class. Generous, should accommodate all kinds of voices; Different voices may create extraordinary brilliance.

Third, study teaching methods.

The knowledge function of primary school students is hidden in their minds, invisible and intangible. When they appreciate the works, whether they hear, understand or feel the depth of understanding, teachers can trigger students' internal functions through external teaching strategies during design. If students are required to summarize their works, they must recall and state the music they feel. Students who can summarize their works must have activated their original comprehensive abilities in music, literature, culture, language organization and oral expression and put them into practice. The problems designed by teachers should not only make the cognitive functions that students need to outline, but also monitor the general idea to make the problems to the point.

The prerequisite and key factor for the success of classroom music teaching is to establish a harmonious, harmonious, democratic and equal relationship between teachers and students. If teachers love students, respect students' personality, respect students' subjective position and creative spirit in learning, students will also trust teachers, and then "believe in their teachers" and happily complete the task of music learning in the emotional blending between teachers and students. Teachers should create music practice methods suitable for the age characteristics of primary school students.

The process of music activity is originally a process of three-time creation. The first creation is static, the second creation is dynamic performance, and the third creation is appreciator. Speaking, singing, playing and other activities in class are all carried out in creation. Teachers should explore the internal factors of creative teaching in teaching materials, provide students with creative materials and vocabulary, and give students a space of time and environment. In addition, teachers should have extensive interests and profound knowledge, so that classroom teaching can be relaxed, flexible and free. Through the study of this subject, students can continuously enhance their innovative consciousness and creativity. When I practiced with percussion instruments, I found a good method. When the students were free to practice percussion instruments, I changed the way I used to walk around and sat next to the students to take the lead in practicing. I practice very hard. At first, some students came to me, especially those naughty students. They may think that the teacher's approach is novel. Look at me practicing so hard, and they haven't deserted. After watching for a while, they went back to their seats and practiced seriously. I apply this method to music appreciation class. I sat down and listened to music quietly. With the ups and downs of music, I sometimes close my eyes, sometimes gently shake my body with the rhythm, and sometimes tap the rhythm with my fingers with the melody of music. As a result, the children below are as serious as I am, and they are listening to songs as seriously as I am.

In short, a successful classroom teaching structure can make teachers confidently carry out teaching in an orderly manner according to the teaching design. Teachers' good psychological state will infect students and enhance their sense of security and self-confidence. Only by changing teachers' educational concepts, establishing training objectives, researching teaching methods, and taking the knowledge of psychology and pedagogy as the guidance, can the designed classroom teaching conform to the principles of modern learning theory and teaching theory, and make the music classroom teaching in primary schools more effective.

(Author: Qudou Primary School, Xiayang Town, Yongchun County, Fujian Province)

Let the primary school music classroom "live"

Music teachers should create a good classroom atmosphere, so that students can always carry out interesting learning activities in a relaxed and lively classroom atmosphere, making the classroom more lively. Based on teaching practice, this paper talks about my own views on how to make music lessons in primary schools "live".

Keywords: dynamic classroom; Orff teaching method; music education

The primary purpose of music education is to make students understand and enjoy music. Orff believes that expressing thoughts and emotions is an instinctive desire of human beings, which is naturally expressed through language, singing (including instrumental performances) and dancing, which has been the case since ancient times. Reflecting on the present situation of music education in China, the old mode of singing and teaching music theory has long been the main body, which leads students to think that music lessons are just singing lessons, which are lengthy and uninspiring. Therefore, it is an urgent task to make the music classroom full of vitality, childlike interest and significance. So, how can we create a vibrant music classroom?

First, keep pace with the times, teachers "live"

In order to make music lessons full of energy, music teachers should have passion. Psychological research shows that passion is a strong and short-lived psychological state. Teachers' passion comes from:

1. The passion of preparing lessons makes the teaching materials come alive.

To have a good class, teachers must first have rich knowledge, abundant energy and good oral expression skills. Therefore, if teachers want to be successful and make the classroom active, they should make full preparations, carefully study the teaching materials, carefully prepare lessons, actively study teaching methods, carefully design the classroom, make the music classroom full of vitality and awaken students' passion.

2. Self-vitality, let the classroom "play".

When a listless teacher walks onto the platform, the atmosphere in the classroom is bound to be lifeless, and the students' psychology is also depressed. What about vitality and ability training? In classroom teaching, students' enthusiastic participation will lead to their cognitive desire, expressive desire and intelligent agility, which will lead to their perception and unique experience. Passion is the mother of all artistic styles. Teachers should be full of dedication, walk on the platform with dignity and generosity, let students be infected, concentrate quickly and enter the learning role as soon as possible. Only when teachers have passion can they ignite students' fire with teachers' fire.

Second, the forms are diverse, and the classroom is "alive"

1. enrich audio-visual and create situations.

Why are movies and TV so eye-catching? Why are students so keen on singing movies and TV songs? What happened to our music education? Are we indifferent to the influence of the media? Facing the "well-informed" students, we must use the concept of film and television art to examine music teaching, create situations by audio-visual means, provide students with rich music scenes, let them be there, fully mobilize their vision, hearing and kinesthetic sense, let them fully feel and experience the beauty of music, and stimulate their aesthetic impulse. For example, when teaching the appreciation class "Small Animals Sing", the author puts the whole class in a situation. When they first entered the arena, there were cartoons. The students go to the forest by train and say hello to the animals. Sing vocal music and go deep into the situation. Students bring small animals to the party and listen to "small animals sing". Deduce the situation, watch cartoons, listen to music, play the role of the king of the forest, inspect all the animals, and finally perform with imagination. Through the creation of the situation, students listen to the music carefully, and the whole class is very happy and excited. Therefore, in classroom teaching, teachers should also pay attention to choosing as many contents as possible that are close to real life and students are originally interested in. For example, by combining some Flash sketches with movie episodes, students' enthusiasm will be greatly improved, and then the class will naturally come alive.

2. Environment edification, experience music

The learning scene described in The Education of Love: Under the blue sky, there is a green meadow surrounded by low shrubs. Birds are singing in the forest and insects are buzzing in the grass. While children sit on the floor and enjoy nature and free study under the guidance of teachers. Everyone will not refuse the game, and students are no exception. Game teaching turns the teaching content of speaking, listening and watching into a series of game programs, paying attention to students' self-expression. If necessary, replace the student seats and change the "portable" to "semi-circular" or "saddle". The teacher changed from "protagonist" to "director". In class, let more students participate, perform on stage, gain music knowledge from games and feel the beauty of music. This teaching strategy is suitable for melodic and story-telling music, such as Weber's Invitation to Dance. In class, every student becomes the protagonist on the stage.

Third, the development of interest, so that students "live."

Orff's teaching method holds that there is no need to talk too much in each class, and the teacher mainly guides students to do it, followed by practicing rehearsal and improvisation. Everyone seems to feel that every class is playing, and in the process of playing, they perceive the connotation of music, produce emotional communication and contact between people, and enhance the sense of cooperation and coordination ability in playing.

1. Change the teaching mode and give full play to the main role of each student.

There are many ways to arouse students' enthusiasm, and it is a good way to provide students with opportunities to express themselves. Now many students are good at music, some can play guzheng, some can play harmonica, some can conduct, some can solo and some can dance. Therefore, it is an effective means to give full play to students' specialties and provide them with an opportunity to express themselves. For example, when teaching to sing the national anthem, sing the motherland, spend moonlight on the spring river and seven colors of light, the author will let the students fully perform on the stage. However, in order to do this, teachers must be prepared before class and have clear goals. Give the students the accompaniment music before class, and ask them to play the accompaniment well and get familiar with the music music in their spare time. In this way, in class, students can accompany, direct and dance on the stage by themselves, and teachers can give guidance. In the classroom, teachers and students are closely combined, so that teaching and learning complement each other and teaching and learning complement each other. The traditional spoon-feeding teaching method has been changed, and the classroom is lively, giving full play to the enthusiasm and creativity of students and greatly improving the teaching efficiency.

2. Change the unequal teacher-student relationship in the past.

Teachers are the bridge between students and music. The teaching process is a process of equal communication, mutual assistance and interaction, freedom and harmony between teachers and students, and a process of experiencing, creating and sharing the beauty of music. Therefore, teachers should create a relaxed, harmonious and harmonious classroom environment for students, understand and adapt to students' interests, emotions, psychology and personality needs, stimulate students' initiative and creativity in learning, encourage students to hold different views and opinions, and finally develop each student's musical potential.

In a word, a music class, if we can make full use of the above teaching methods, can realize dynamic teaching, avoid forming a rigid classroom atmosphere, greatly enhance students' interest in learning music lessons, let students feel, enjoy, create and express beauty in a relaxed and pleasant learning environment, and let students wander freely in the kingdom of music.

The above articles hope to be helpful to you!