我国大多数的中小学音乐课教授方式都是以聆听为主,缺乏辅助式的教学手段,导致音乐课一直墨守陈规,凸显不出与其他文化课所不同的特点,长此以往使学生丧失了对音乐这门基础素质修养课程的兴趣,缺乏主动性去追求从音乐中获取的自我满足、自我发展的目标,音乐课也就变得黯淡无光。因此,我认为学校音乐教育中音乐课不能仅仅停留在聆听上,要结合身体律动等辅助手段进行学习与欣赏,才能达到音乐教育的目的。律动教学是从音乐入手,先让学生聆听音乐,引导学生通过肢体的运动接触音乐的各个要素。体态律动在音乐教学过程中的运用使学生的音乐和自身审美等多方面能力有所提高,同时提高了音乐教学的质量。 Most of the primary and secondary schools in our country teach music lessons are based on listening, the lack of auxiliary teaching methods, resulting in music lessons have been sticking to stereotypes, highlighting different from other cultural classes, the characteristics of the long run, so that students lose the music The basic quality of this course interest, lack of initiative to pursue self-satisfaction from music, self-development goals, music class will become dull. Therefore, I think that music lessons in school music education can not only stay in listening, but also should be combined with physical rhythm and other aids to learn and appreciate in order to achieve the purpose of music education. Rhythm teaching is to start from the music, let students listen to music, to guide students through the movement of the body to contact the various elements of music. Body rhythm in the process of music teaching makes students improve their ability to music and aesthetic and other aspects of their own, while improving the quality of music teaching.