Interest plays an important role in students' learning process. As Shakespeare said, "knowledge can only benefit if it conforms to one's own interests." In the classroom, whether students can concentrate, listen to the teacher carefully, whether they are willing to accept new knowledge, carry out a series of learning activities under the guidance of the teacher's inspiration, and consciously complete the learning tasks assigned by the teacher with their brains, ears, mouth and hands, the key lies in stimulating students' interest in learning. Especially in music class as a non-main course, interest is the motivation of students' learning. A happy mood is an important factor in generating interest in learning. If a music class can create a good classroom atmosphere for students, so that they can always study in a relaxed, happy and lively state, the classroom teaching effect will get twice the result with half the effort. How to use happy teaching method? In my opinion, we should start with the happy factors in the teaching materials. In the basic training of audio-visual, rhythm, listening and performance, students' interest in learning is stimulated, so that they can acquire all kinds of basic knowledge and skills in a pleasant environment. Combined with my teaching experience in recent years, I will talk about specific methods from the following points: 1. Various solfeggio teaching methods In music classroom teaching, it is our teaching purpose to actively cultivate students' independent visual spectrum ability. However, students often pay insufficient attention to solfeggio. Teachers must choose beautiful tunes and use various solfeggio methods to make students grasp the intonation problem more accurately. At present, with the development of society, the improvement of economy and the continuous improvement of cultural level, our students see more things and listen to a variety of music, and most of them have strong ability to imitate singing. However, once they leave the stereo, the teacher and the piano, they lose their dependence and are at a loss. Therefore, it is very important for students to pay attention to solfeggio and ear training and achieve good teaching results. First of all, the "fill-in-the-blank method" is adopted. In the process of solfeggio, students often encounter this situation and can't sing the natural intervals of "4" and "7" correctly. If you solfeggio 25, 52, 63, etc., it will be easier for students to master. However, if there are "4" or "7" in the scale, the situation is completely different. For example, the same pure fourth degree 14 and 25, "1" and "4" are not easy to sing accurately, and "4" is often sung too high. If "4" and "7" appear before and after the scale, the problem will be even greater. How to help students solve this difficulty? This can be done by "ruler filling in the blanks". Let the students play the scale from "4" down to "7" on the piano (up is also acceptable), and let them find out the interval structure. Students know why "4" and "7" are not easy to sing correctly, because they are five degrees apart. Then the teacher only pops up "4" on the piano to let the students find the pitch of "7" according to the descending scale (the three notes "432 17" filled in the middle can only be sung silently), so that the students can quickly remember the pitch of 47 and adopt the "interval replacement method" in the solfeggio. I use the "interval replacement method" to help students sing accurate inflection. Example 1,171| 2-| 5-| 232 |13 | 2176 | 5-| In teaching, I ask students to analyze their interval structure first, and then inspire them to find out the natural intervals with the same structure. Example 2,545 | 6-| 2-| 676 | 57 | 6543 | 2-| When practicing singing, it is easier to sing accurately first. Then, divide the students into two groups, one group sings Example 1 and the other group sings Example 2. Practice singing several times alternately, and finally transition to practice singing example 1, so that the intonation problem of example 1 can be basically solved. Third, adopt "humming method, solitaire singing method". "Hum" is to hum the level of each note with the sound of "M", so that students can adjust the notes with the piano at any time and improve their memory of music. In the "Solitaire Singing Method", each solfeggio score is divided into several sentences, each student sings one sentence and sings according to the seat. You can also sing in groups. After repeated singing practice, the students have become very proficient in music, with accurate pitch and rhythm. In this case, the students sang one sentence after another, and the classroom atmosphere was very active, with songs coming and going. Students' emotions quickly reached a climax and received good teaching results. Second, a variety of percussion training methods rhythm is the bone of music, and cultivating students' good sense of rhythm is an important aspect of solfeggio teaching. In teaching, I used the following tapping methods and achieved good results. 1. Row, read, clap and sing organically. For some rhythm difficulties in music, students can master them quickly by using this method. First, copy the difficulties on the blackboard, draw them first, then draw them while reading, then use your mouth and hands, and finally beat the rhythm with your hands. Through these exercises, let the students practice the rhythm before singing. Because the eyes, mouth and hands are regarded as eyes, hands, mouth and heart, the students are particularly impressed and the difficulties are solved. 2. The method of alternating strong and weak beats. On the basis of all the students taking a rhythm, make a slight change and replace it with two parts to beat alternately, so that the change is more vivid. See the following example. Example: 2/4 (clapping) | x00 | x00 | (stomping) | x0 | 3/4 (clapping root) | 0xx | 0xx | (clapping hands) | x00 | The two parts can also make some contrast in timbre: for example, strong clapping and weak clapping on the feet make the strong clapping sound appear deep. 3. Beat at different rhythms. That is, the left hand beats the beat rhythm, the right hand beats the melody rhythm, and the students sing the melody of the song. This method is suitable for solfeggio with strong sense of rhythm, and can train multi-purpose of one brain and coordination of left and right hands. The following examples can make us better understand this method: Example 63333 | 4463 | 222 1 | 2236 | (right shot) | XXXXX | (left shot) | XXXXX | XXXXX | 4. Multi-level rhythm slapping method. On the basis of the above methods, a multi-level rhythm method is carried out. Example 2: Give students a fixed rhythm and let them create different slapping methods. The teacher shows the following rhythm sentence patterns on the blackboard, so that each student can create freely in different ways according to the rhythm. The perceptual image of music is various, and the rhythm is ever-changing. In solfeggio, students can practice at different levels through proper rhythm and tapping at different parts, which brings endless fun to students. They feel rich and multi-level rhythm effect in the process of practice, and their body and mind feel incomparable happiness and pleasure. At the same time, it also cultivates students' sensibility to music. Third, keep the space and learn from each other in teaching. How to arouse students' learning enthusiasm is the key to make music class lively. There are many ways to arouse students' enthusiasm, among which providing students with opportunities to express themselves is a good way. Nowadays, many students have musical talent. Many students can play keyboard instruments well, some can conduct and some can sing solo. How to give full play to students' advantages and create an opportunity for them to express themselves requires our teachers to do a lot of work. To do this, teachers must make good preparations before class and be targeted. Give students the accompaniment score of the songs they want to participate in before class, and ask students to play the accompaniment well in their spare time and be familiar with the score. In this way, in the classroom, students can accompany, direct and lead the singer by themselves, while teachers give guidance. In class, teachers and classmates are closely combined to make teaching and learning complement each other. The traditional spoon-feeding teaching method is overcome, the classroom is lively, the enthusiasm and creativity of students are fully exerted, and the quality education is greatly improved. If we can make full use of the above teaching methods scientifically in a music class, we can achieve happy teaching, avoid rigid classroom atmosphere and greatly improve students' interest in music class. So that students can feel beauty, enjoy beauty, create beauty and express beauty in a relaxed and happy learning environment, and let students start to roam freely in the kingdom of music. I hope it helps you.