The ultimate goal of education is to cultivate people with innovative ability. He must have a high degree of abstract thinking ability and a high degree of image thinking ability, which are the advanced functions of human left and right brains respectively. In the past education, because thinking in images is a low-level thinking activity and abstract thinking is a high-level thinking activity, due to this one-sided view, the research on thinking in images is not enough. The activities of thinking in images are limited to early childhood, and even the training of thinking in images is neglected in primary school. Even music, which mainly develops the function of the right brain, ignores the training of thinking in images. Music is a kind of expressive and sculptural art with uncertain characteristics, which plays an important role in cultivating emotion, association and imagination. In the past, music education ignored this aspect and paid too much attention to the teaching of music knowledge and skills, which limited the development of students' thinking ability in images. Therefore, it is necessary for us to strengthen the training of thinking in images in music teaching.

According to the characteristics of thinking in images, students' thinking in images can be developed by training their intuition, emotion, association and imagination, musical memory and creativity.

First, enrich the accumulation of musical representations and cultivate students' intuitive ability.

People's perception of various things is the basis of thinking in images, and only rich accumulation of images can provide a broad world for thinking in images. Perception covers a wide range, such as vision, hearing and touch. Music is an important means to cultivate hearing, and having strong hearing ability is of great help to improve intuition and promote the development of thinking in images.

The representation accumulation of music can be roughly divided into two categories, one is the representation accumulation of various musical elements, and the other is the representation accumulation of various musical works.

Music language is composed of melody, rhythm, timbre, harmony and other musical elements. It is one-sided to simply regard music lessons as the process of teaching songs. To strengthen the training of thinking in images, we should pay attention to the accumulation of various musical elements.

For example, when we teach the Dream of a Small Paper Boat, we should not only let the students sing it, but also let the students feel the beauty of melody, the stretching of rhythm, the change of strength and the effect of sound in accompaniment by singing this song. Regular training can gradually improve students' thinking ability in images.

Being familiar with more musical works is another important way to accumulate rich musical expressions. The reason why composers create works with different styles has a very important relationship with the accumulation of rich musical works.

They pay attention to collecting all kinds of music materials and applying them to their works anytime and anywhere. For example, the adagio movement of dvorak's Symphony from the New World is taken from a black folk song, the fourth movement of Tchaikovsky's Symphony No.4 is adapted from the Russian folk song There is a Little Birch Tree in the Field, and the melody of China composer Liu Chi's My Motherland is born from the melody of dozens of China folk songs. A large number of music works enrich people's thinking in images and are of great significance to the development of creativity. Therefore, in music teaching, we should let students master a large number of music works. According to the latest music textbook, students will sing a certain number of songs and enjoy 135 music works at home and abroad, which will greatly strengthen students' accumulation of music images and lay a good foundation for the development of image thinking.

Second, cultivate rich emotional images through music.

An important feature of thinking is emotion. From the psychological point of view, emotion is the experience of people's attitude towards objective things, and people often express their feelings with the help of sound. From cheering to singing and expressing feelings, music is the best art to express feelings. Soft, slow and slightly weak music is consistent with people's calm mood, while intense, fast and strong music is similar to people's excited mood, while downward melody causes the same feeling of depression as people's sad mood, so people often use music to express their feelings. However, under the influence of strong musical emotional factors, image thinking has been further developed.

To cultivate students' rich emotions through music, we must first cultivate students' interest in music and stimulate students' enthusiasm by all means. For example, happy teaching, participatory teaching and interesting teaching advocated now are all effective and good methods. Secondly, students should be encouraged to express their feelings with music. Singing and playing is the best way to express inner feelings, because the process of singing and playing is the process of expressing inner feelings, a deeper expression of inner feelings and a sublimation of feelings. For example, when exiled students in War of Resistance against Japanese Aggression get together, they always sing "My home is on the Songhua River in the northeast ..." to express their nostalgia for their occupied hometown and their hatred for the Japanese invaders. The Moon Reflected in Two Springs is an excellent work by China, but it can also make foreigners feel the same way. Seiji Ozawa, a famous Japanese conductor, was deeply heartbroken when conducting this song.

Stimulating students' emotions in music teaching is inseparable from singing and playing. Investing in rich emotions will make singing (music) more infectious, and then stimulate students' deeper and stronger emotional activities.

Third, cultivate association and imagination and develop thinking in images.

Association and imagination are the main ways of thinking in images. The process of composer's music creation is first of all a process of thinking in images, no matter the theme extracted from life or literary works; Whether he touched the scene or was inspired by some art, in short, the image he was interested in first appeared in his mind, and then he used music language and music expression skills to create it. When we appreciate a musical work, we must follow the musical image created by the composer for us and explore the image prototype when the composer creates it. Although unfortunately, due to the uncertainty of music, we often can't, sometimes even can't, return to the image prototype when the composer creates, but the emotional feelings for music may be extremely strong and similar. Starting from the same emotional feelings, all kinds of imagination are generated, which is a good opportunity to cultivate association and imagination. For example, when we hear a cheerful piece of music, our imagination will be varied: friends gathering, holiday revelry, harvest dance, the joy of outing and so on.

In music teaching, cultivating students' association and imagination can be carried out from the following five aspects.

1. Master the expression of music. ? This is a necessary condition to arouse association and imagination. For example, the rapid arpeggio of the piano is like running water, the third sound of the flute is like bird singing, the drum of the timpani is like thunder, and the descending melody of the rapid chromatic scale is like the image of rain.

2. Accumulate the agreed songs. ? It can remind people of the customs and habits in a specific region or a specific historical background. For example, hearing The Journey to the West can be associated with the scene of the Loess Plateau, and hearing Jasmine is like seeing the beautiful scenery of the water town in the south of the Yangtze River.

3. Encourage students to "dream" on the basis of specific emotions? . The view in the past was to prevent students from making up stories while enjoying music. If students are encouraged to spread their imagination wings on the basis of correctly feeling musical emotions, will it be more conducive to developing thinking in images?

4. Regular selective imagination training. ? The teacher first provides an imaginary range, and the students choose the appropriate music. For example, if the teacher puts forward pastoral scenery, students can choose "Senjidema", "Pastoral" and "Tortoise and Rabbit Race" to start music.

5. Enrich students' feelings in all aspects and increase the depth and breadth of imagination.

Fourth, strengthen music memory and promote the development of thinking in images.

Image memory is one of the functions of the right brain, and strengthening the cultivation of memory can promote the development of image thinking. Thinking is very dependent on memory. Because of the fluidity of music, tracking and understanding music must rely on self-memory. That is, when the actual sound of music disappears, we still have to keep this "sound" in our hearts, which is the "inner feeling of music." The formation of this ability is of great help to improve memory.

There are two ways to remember, one is abstract memory, and the other is image memory, that is, to associate memory with an image. Anyone with a strong memory has a strong ability to remember images. For example, a high-level chess player can play with people without looking at the board. In fact, he has the image of a chessboard in his mind, and a picture is worth a thousand words. Musicians usually have a good memory Mozart can record multi-part hymns from memory, and Mendelssohn can rewrite the lost orchestral score from memory.

Strengthening the cultivation of memory in music teaching can:

1. Listen to the melody. The teacher plays the general melody and the students demonstrate singing.

2. Listen to the melody and fill in the blanks. For example, 56 │ 54 │ (32) │ 1-│ The teacher puts the sound in brackets. To be filled in by students. 3. Remember the theme. Recite a lot of themes, improve the memory of music, and strive to be knowledgeable and know it by heart.

4. Read music silently, train your inner sense of music and strengthen your memory.

5. Appreciate it again and again. In order to keep my memory, after a stage, I will repeatedly appreciate the works I have learned.

Fifth, combine the cultivation of creative thinking with the development of image thinking.

Cultivating students' creative thinking is a reform of traditional education. For a long time, we have become accustomed to the teaching methods that teachers tell students. Even after the reform, heuristic teaching has the disadvantage of limiting students' thinking within the scope stipulated by teachers. In music teaching, we used to think that students would become good students by singing and playing, but now it is not enough just to watch. Only by singing, playing and writing can they become good students.