This paper is the author's teaching experience and conception based on the psychological development characteristics of junior middle school students and his own teaching practice experience, referring to some music teaching papers and monographs. This paper takes how to stimulate junior high school students' interest in learning music as the theme, and how to improve teachers' teaching efficiency and students' learning efficiency as the goal, and makes relatively simple thinking and exploration from five aspects.

Keywords Aesthetic Education Stimulates Interest and Innovations Efficiency

Kabalevsky, a famous music educator, said: "The super task of music teaching is to cultivate students' interest in music. "Interest is the basic motivation for learning music, and it is the premise for students to keep close contact with music, enjoy music and beautify their lives with music. However, in my teaching career, I have met many students who are not interested in music learning. How to stimulate their interest in learning has become an unavoidable problem for me. I know that "interest is the best teacher". Students are interested in learning music, they will have a strong demand for learning music, and actively participate in learning, no longer feel that learning music is a burden or a boring thing. Therefore, interest is the most realistic and active factor to stimulate students' motivation to learn music.

So how to improve and stimulate junior high school students' interest in learning music? After a long period of thinking and teaching practice, I have summarized the following experiences:

First, stimulate interest in learning with innovation and teacher love.

As the saying goes, "Learn from your teacher and believe in it." Generally speaking, students often like a subject taught by a teacher because they like him. If every teacher has this charm, then students will be happy in their studies. So where does this charm come from? In my opinion, teachers must respect and care for every student, be good at discovering students' little progress, and be good at shortening the spiritual gap between teachers and students with kind eyes, subtle movements, cordial attitude and enthusiastic praise, so as to cultivate students' self-confidence. Then students will love and respect teachers more and fall in love with the courses you teach. If students have no feelings for a teacher and the relationship between teachers and students is not harmonious, they will not be interested in this course, so the quality and efficiency of students' learning this course will be restricted. For example, I introduced myself very simply. At the beginning of the new semester, I accepted a new student. When I walked into the classroom, I saw a strange smiling face. "Introduce yourself!" The students look bored. "Hey, it's self-introduction." I introduced the self-introduction form I designed when preparing lessons to everyone, and the classroom suddenly boiled, whispering and discussing with each other, and the expression of disappointment just now became radiant. The activity of self-introduction goes like this:

Subject: Listen to my songs and let you know me.

Demonstration: I changed the lyrics to the melody of Happy New Year, and added the corresponding dance movements to introduce me to everyone (including my name, hobbies and expectations of my classmates).

Conception: Design the introduction scheme by individuals or groups.

Performance: Perform on stage according to the designed scheme.

It's time to show yourself. The students are singing and dancing, eager to introduce themselves to everyone. A group of students designed it this way: he adopted the melody of "Elemental Song", in which the group leader introduced himself first, and then the group leader danced one by one to find members with the humming of the group members. The students who were found stood up and introduced themselves. All the members sang the children's song "Song of Elements" together and never left this melody from beginning to end. This creative design satisfied everyone and won thunderous applause from the students. Cheers and applause rang out in the classroom, and the students' programs became more and more exciting. In this way, time slipped away quietly in the laughter of the students, and a creative self-introduction class ended.

Through this ingenious self-introduction activity, not only teachers and classmates get to know each other, but also the feelings between teachers and students are enhanced.

Second, encourage students with positive evaluation

Everyone is eager for success. Success can give people confidence and push people to struggle and make progress. In teaching activities, teachers should affirm and encourage students in time to stimulate their confidence in learning music. Positive evaluation is a good medicine, almost everyone likes to be praised, and external evaluation is often indispensable to stimulate or maintain interest in learning. As the saying goes, a kind word warms three winters. Especially when students lack self-confidence, our teachers should give timely encouragement and maximum help, and give affirmation as long as students make a little progress, and this encouragement is not only in the classroom, but also reflected in students' extracurricular interest activities. For example, in music class, I attach great importance to giving every student a chance to show and exercise himself, especially those students who don't like learning. Let him answer questions several times in class and learn new songs. Let him be the first to sing to the students on the podium and give him simple words of encouragement: "You learn so fast! I like you very much! I'm so glad you have such a performance! " Wait a minute. Some seemingly prosaic words, but applied to such students, may give them great encouragement, thus stimulating their interest in learning and making them feel that they have not grasped the opportunity, but have not shown themselves well. And the students in the class will be treated equally.

Third, stimulate interest in learning by appreciating excellent works.

Music beauty can infect students and stimulate their interest, and the desire to pursue music beauty can form their motivation and will to learn. Students' feelings about music and imagination of artistic realm can not only improve their creativity and expressiveness, but also stimulate their interest and hobby in music. Through music appreciation, develop and cultivate attention and memory to music, develop and cultivate the ability of association and imagination, thinking in images, creative thinking, expressing and feeling music. When students appreciate or sing beautiful music works, they will creatively reproduce the scenes of nature and real life in their minds. Therefore, we should pay attention to let students actively participate in the classroom, let them analyze according to their own understanding and describe the emotions expressed by songs and music; To associate their artistic conception to improve their imagination.

If you enjoy the guqin music "Running Water", students can tell their feelings about various situations of running water according to the melody trend. Some students described it as: like a clear mountain spring, flowing down from the cliff, knocking on the rocks and making a crisp sound of "ding-dong, ding-dong", as if seeing crystal clear water in the sun; Some students described it as if they heard the waves of the sea, saw the gurgling water of the stream, and the melody of sixteenth notes flowing, like a mountain spring merging into a river, rushing thousands of miles, like a raging mountain, and calmly merging into the sea. The colorful descriptions of students show their rich imagination and creativity.

Fourth, lead students to the world of participation through feelings.

Interest is the internal motivation to mobilize students' thinking and explore knowledge. As Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest. "A good music teacher must grasp this feature of music and give full play to its efficacy. The teacher's demeanor, language, movements, command and exemplary singing convey emotional information to students invisibly. For example, when teaching the appreciation of Peking Opera, I explained cadently that Peking Opera is a national art and the quintessence of our country, and then played an excerpt from Mei Lanfang's "Fisherman Killed Father", the first of four famous artists, and introduced it into a new classroom. Then I explained the sound of gongs and drums in Take-Out of Tiger Mountain and percussion instruments in the martial arts school band, and personally played all kinds of gongs and drums for the students, creating a noisy atmosphere of gongs and drums, thus bringing them into the realm of Beijing opera music, followed by the study of Take-Out of Tiger Mountain. The teacher used Yang Zirong's performance to illustrate the function of each gong and drum sound, and let them know that the gong and drum sound in Beijing opera mainly cooperates with body movements to set off the atmosphere. It has greatly stimulated students' interest in Beijing opera music and cultivated their noble sentiments of loving Beijing opera art and the excellent culture of the motherland. At the same time, improve students' ability to feel and appreciate different music forms.

In short, the success of junior high school music education mainly depends on how to cultivate students' interest. A qualified music teacher often tries his best to let students explore, innovate and express their true feelings in participating in and feeling music activities, to promote the development of students' imagination, and to make interest become the real motivation for each student to learn music, so that the teaching effect of music education is more remarkable and the teaching quality has made a qualitative leap.