"Music Curriculum Standard (Experimental Draft)" points out in the method and process of implementing the goal: "Make full use of the collective form and practice process of music art to cultivate students' good sense of cooperation and coordination in the group. "In the wave of new curriculum reform, what kind of teaching mode should be adopted? I think we should follow the new ideas and methods of interactive and cooperative learning between teachers and students, stimulate students' interest in learning music, let children receive education and exercise in a happy mood, and establish an equal and interactive relationship between teachers and students to cultivate students' spirit of unity and cooperation. Group cooperative learning is a widely used form of classroom organization in music teaching, that is, using groups to let students learn and experience together, so that students and groups can achieve the maximum learning effect, so that members can encourage and promote each other and form competitive and cooperative interpersonal relationships. First, group cooperative learning, effectively cultivate students' cooperative consciousness and ability "the State Council's Decision on the Reform and Development of Basic Education Curriculum" points out: "Encourage cooperative learning, promote mutual exchanges between students, and promote the development of teachers and students." In modern society, whether you have the spirit of cooperation and whether you can cooperate with others has become an important factor for a person's success. Group cooperative learning is a widely used form of classroom organization in music teaching. First of all, the class is divided into groups carefully. At the beginning of the new semester, I tentatively set a group as a group, so that everyone can publicly introduce a group leader. Give play to the leading role of supervision. In teaching organization, I pay more attention to the performance of students' groups, and emphasize the group report of music performance, so that students can understand that everyone has strengths and weaknesses, cooperate and communicate within groups, compete fairly among groups, and advocate mutual learning among groups. Students consciously cultivate cooperative consciousness and exercise cooperative ability in cooperative practice. And gradually realize that only by being kind to yourself, appreciating others, knowing yourself and others can we give full play to the team learning effect and achieve good results. Competition among groups is fierce, and habit becomes nature. Students have a sense of cooperation and competition, and their cooperation ability is gradually strengthened. Second, group cooperative learning can effectively train students' self-control and organizational ability. The start of the new curriculum reform and the change of learning methods call for the repositioning of teachers' roles. In the process of cooperative learning, teachers become more and more a consultant, a participant in exchanging opinions, and can also be said to be the "chief among equals" who participate in classroom activities. Therefore, in the process of students' learning, teachers should always change their identity instead of becoming promoters, collaborators and helpers. This is really a big challenge for our teacher. Especially for the teaching of our large class, it is even more difficult. Give full play to the role of the group in organizing teaching, cultivate the organization and coordination ability of the group leader, and help him establish his prestige. In the management of the group, I stipulate that the group leader should be elected regularly, make a general evaluation of the learning situation of each class and each group, and make corresponding records. Students who have been criticized twice by the group leader have the right to push him out of the group, so every student is trying to win glory for his group. We should realize that ability is a personality and psychological characteristic that directly affects the efficiency of activities and makes them complete smoothly. In other words, ability and activity are closely linked. Therefore, the premise of cultivating students' ability is to let every student participate in the activities, that is, to create a learning atmosphere and learning opportunities for them first. Let every student gain something in class. Mobilize the strength of the regiment and pick out the main force of each regiment as a small assistant. Excellent students can often turn the teacher's language into a unique "student language" among students. If a student makes a mistake or does an ugly thing in front of the whole class, he is likely to be laughed at by everyone, but it is different in cooperative learning groups. All members of the group have an attitude of "we are all a family". This means that if one of them can't, team members are more likely to get help than ridicule. Teachers and students work hard together, so that each student's specialty can be brought into play, and at the same time make up for the tasks that teachers and students can't complete alone in teaching activities, so that each student can experience the fun of learning with teachers and meet the needs of self-development. Thirdly, group cooperative learning emphasizes students' participation and successful experience. The new "Music Curriculum Standard" points out that the task of music class in compulsory education stage should be geared to all students, so that each student's musical potential can be developed and benefited from it. We should also pay attention to students' personality development, so that every student has the right to learn music in his own unique way, enjoy the fun of music, participate in various music activities and express his personal feelings. It is necessary to organically combine the universal participation of all students with the development of personalized teaching with different personalities, create vivid and flexible teaching forms, and provide students with the possibility and space to develop their personalities. In the teaching of songs, I asked each group of students to design different singing forms by themselves, which not only avoided the tedious repetition of singing exercises, but also stimulated students' interest in singing, so that students could clearly understand the main tasks of this cooperative learning and what their "small" tasks were, and then told them some rules of cooperation and some details that should be paid attention to in cooperation, so that students could unconsciously form a kind of ability in the activities. Finally, it is very useful to give students some inspiring language to enrich their inner world and make them aware of their existence. For example, when learning songs, I asked each group to design their own singing forms to report their performances, and each group commented on each other. Every student tries his best to interpret the understanding of music and experience the joy of success through the warm applause of the students. In cooperative learning, students should also be given enough time to speak, supplement, correct, debate and express, so that the wisdom of students of different degrees can be fully brought into play, so that students can better complete their learning tasks and eventually produce a sense of accomplishment and pride. Fourthly, group cooperative learning lays the foundation for students' formative evaluation. Music teaching evaluation refers to the process of evaluating the teaching process and teaching effect of music subject. Through evaluation, we can identify students' learning ability, academic status and development level, understand teachers' teaching quality and teaching ability, and provide feedback information, thus promoting the improvement of music teaching quality. The new curriculum standard requires us to emphasize the comprehensiveness and systematicness of evaluation objects, and attach importance to "formative evaluation" and "self-evaluation" so that evaluation can better promote individual development. The daily formative evaluation formed in group cooperative learning is the natural accumulation of formative evaluation, and you must persevere in everything to gain something. The evaluation of cooperative learning has injected new vitality into students' study and life. Cooperative learning is one of the important ways for students to learn in the 2 1 century. It is a learning mode of group discussion and cooperative communication under the guidance of teachers. It can effectively improve the learning environment, expand participation and increase participation. Through cooperation, it helps to guide students to explore and express music in different ways, cultivate students' awareness of participation, cooperation and creation, and produce innovative thinking. In the process of cooperative learning, teachers should create a good cooperative learning atmosphere, give students psychological security and spiritual encouragement in various forms, treat students as friends, and be more understanding and tolerant, so that students' thinking will be more active, their enthusiasm for exploration will be higher, their desire for cooperation will be stronger, and their classes will be more energetic. Students encounter difficulties, help each other, work together, actively explore * * * forge ahead, and gain * * * and successful experience.