Chorus teaching, as an important part of music education in primary schools, is of key significance to the future development of primary school students. This paper discusses the teaching strategy of primary school music chorus based on class form, and discusses the corresponding teaching methods.

Keywords class form; Music chorus teaching in primary schools; Strategic investigation

Class chorus teaching is an important link to cultivate students' sense of music and comprehensive quality. In the construction of contemporary teaching projects, chorus teaching has received extensive attention from the education sector.

First, the main characteristics of primary school chorus classroom teaching form

Chorus mainly uses the cooperation of different parts to express the feelings to be expressed in music works, and produces * * * sounds with the audience through the transmission of emotions. In the process of music chorus teaching in primary schools, the chorus teaching in class form mainly has the following characteristics. First, enhance the plasticity of students' voices; Second, enrich students' timbre; Third, the intensity of singing changes greatly; Fourth, students have strong expressive ability.

Second, the concrete realization of primary school music chorus teaching

(a) Consider the requirements of students of different ages. To teach class chorus teaching well, music teachers need to have certain teaching ability and professional quality. Students of different ages usually have certain differences in physiology and psychology. According to the practice of music teaching, younger children show great interest in cheerful music, while third and fourth grade children prefer works with certain artistic beauty, while senior students prefer music with strong feelings. The main reason for these phenomena is that children of different grades have different understandings of life and different levels of accumulated knowledge. At the beginning of class chorus teaching, teachers should first understand the psychological differences among students, find appropriate teaching methods and fully stimulate students' learning enthusiasm. Students of different grades have certain differences in range and timbre, and chorus is the main chorus way for junior students. For the third and fourth grade students, they can be trained in basic two-part singing; When students enter the senior grade, teachers can take the two-part chorus as the key teaching content, and during this period, teachers can improve the difficulty of students' chorus songs. The so-called rhythm practice is mainly to let students grasp the rhythm of music more accurately. In chorus teaching, teachers can also adjust the teaching plan with reference to the ratio of boys and girls in the class. Rhythm is an important part of music. In primary school music teaching, students should be allowed to perceive, understand and create music. First of all, we should help students perceive the rhythm of learning, cultivate primary school students' grasp of rhythm and enhance their understanding of music. In rhythm practice, students' cooperation, memory and reaction ability have been strengthened, which can help students develop good personality, creativity, aesthetic concept and way of thinking. In this regard, teachers can let students sing in groups, let students learn the audition of the fifth sound first, and then sing with the third sound, so that students can fully understand the three-dimensional sense of the sound. (B) enrich the forms of class chorus. Chorus teaching can help students understand the artistic image hidden in music and improve their aesthetic ability. Class chorus teaching not only requires students to finish singing, but also needs to consider the content, meaning and artistic conception of music to help students fully express their emotions when singing, so teachers should pay attention to the choice of songs and the emotions they contain. When singing a song, different expressions will also have a certain degree of influence on it. In practical teaching, teachers should first explain the songs to help students understand the meaning and implied feelings of the songs in a deeper level. Teachers should let students learn to use various means of expression to express the differences reflected by different forms of music. When singing different songs, teachers can actively introduce situational innovation, so that students can get deeper feelings. In the process of creation, we can also combine practical exercises to enrich the content of songs and deepen students' perception of music. (C) Using different evaluation methods to improve students' chorus skills. At present, teachers usually use the functions of encouragement, education and improvement in teaching evaluation. In chorus teaching, teachers can use classroom evaluation to find their own teaching deficiencies and summarize and correct them in time, so as to help students better master chorus skills and improve their appreciation ability. In chorus teaching, teachers can guide students in advance, let them master singing skills accurately, and then organize students to practice in groups, so as to encourage students to learn from each other. Singers can find their own shortcomings by auditioning with others, analyze and summarize in time, and improve their singing level. In the process of organizing teaching activities, teachers should pay attention to the use of methods, treat all students equally, pay attention to their hobbies, teach students in accordance with their aptitude, help all students actively integrate into classroom learning, and have a deeper understanding of music.

Using the above teaching methods can help students gain rich inner emotional experience in the process of chorus practice, and at the same time fully stimulate students' interest in music and give full play to their singing strength. Teachers can adopt the teaching method of full discussion when training students in chorus, so that after listening to the replayed music, students can compare and analyze with their own original recordings, thus improving their singing methods. This can not only improve the singing ability of all students and the chorus level of the whole class, but also enhance students' ability to analyze and solve problems and help them build a deeper understanding and feeling of music. Class chorus teaching plays a positive role in improving students' aesthetic cognitive ability. Teachers should choose appropriate songs and training methods according to students' age characteristics in order to improve teaching efficiency and ensure teaching quality.

Third, the conclusion

Chorus teaching in primary school music education based on class form plays a positive role in promoting the future development of primary school students. Therefore, it is very important to formulate appropriate teaching strategies and explore appropriate teaching methods for music chorus.

References:

[1] Xu Ling. Exploration and research on the effectiveness of primary school music chorus teaching based on class type [J]. Music Time and Space, 20 15, (19): 180.

[2] Dong Yueqiong. On the practice of chorus teaching in music classes in primary and secondary schools [J]. Times Education, 20 17, (14): 136.

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