That is to say, music activities are divided into three clearly defined parts, the beginning part, the basic part and the comprehensive part.

That is, there is no obvious division of the third part, but the activity structure is organized around the newly taught activity content in the basic part.

That is to say, music activities are divided into five parts according to "introduction and listening", "feeling and perception", "expression and expression", "composition and creation" and "expansion and extension".

Complying with the changes in children's physiological and psychological activities, fragmenting a relatively independent activity time can have the best comprehensive impact on children's physical and mental effects.

Comply with the transfer rules of children's learning and the construction rules of psychological structure, so that new learning activities can truly be based on the original knowledge, experience, skills and abilities.

Starting from the age, we should choose music works with a wide range of themes and diverse forms, reflecting children's lives and adapting to children's hobbies and receptive abilities.

It is necessary to select and design musical works that can be connected with children’s existing knowledge and experience.

Musical works must be handled and used appropriately to reflect the integrity of the music

We should follow the rules and characteristics of children's music education

Start with children’s interests

The design of teaching aids and learning aids should consider whether the content and process of the activity are necessary

Must serve activities and serve children to better understand and express music

Avoid using teaching aids for the sake of form,

Don’t pursue fun too much

Consideration should be given to the number of learning tools and ease of operation