Music is an art form that can best express and mobilize people's emotions. The ancients said: "Those who touch people's hearts are not in front of their feelings." Only by making full use of the factor of "emotion", teaching students with emotion, using emotional resources to ignite students' emotional fire for music and stimulate students' emotional resources can teachers stimulate students' interest in learning, help students understand the emotions expressed in music works, and let students feel music in an emotional atmosphere, thus improving classroom efficiency. In teaching, we should use various methods to enrich students' musical emotional experience and guide them into the music world. First, deepen audio perception and enrich students' emotional experience. As an auditory art, the perception of music must be carried out through hearing. Hearing is the premise of perceiving and understanding music, and it is the most important process in the practice of music art. Students can fully experience the beauty and rich emotions contained in music sound forms and produce strong artistic sounds by listening to and expressing music. In music teaching, both singing and appreciation classes should follow the rules of auditory art and perception, pay attention to music-oriented, start from acoustics, take listening as the center, and base on cultivating students' good auditory perception. Sound with clear and pleasant sound quality can bring pleasure and induce aesthetic feeling. The emotion of music is long and short, bright and dark, and it is usually used in conjunction with musical elements such as rhythm, beat, intensity, mode and tonality, thus creating an ever-changing and colorful musical image. Listening to music, students have felt the diversity of works and various means of expression of music, such as different speed, intensity, tone, rhythm, timbre and so on. It is precisely because of the combination of different musical elements that the effect and artistic conception of music are different. Through appreciation, students can more accurately feel the different contents, artistic conception and thoughts and feelings expressed by different music works. For example, when enjoying the Yangtze River, the announcer's emotional explanation made the students deeply feel the vitality of the mother river and the feeling of nurturing everything. When the ups and downs of the Yangtze River sounded, the students couldn't help praising and singing the Yangtze River. "The ambiguity of music connotation, the richness of emotion and the uncertainty of intention make people have different imagination, association and different feelings in repeated appreciation. The complexity and richness of music forms and the constant change and extension of sound in time will also enable the audience to gain multi-level aesthetic feelings in repeated listening. " It can be seen that only by listening repeatedly and experiencing many times can we imagine the colorful pictures behind the sound, experience the various emotions strung together by the notes and gain rich musical perception. Second, deepen visual perception, develop students' emotional experience, and express human life phenomena with sound in a simulated and symbolic way. In the field of music teaching, with the help of the visual and concrete nature of painting, students can see, hear, associate and expand their thinking in an immersive and pleasant atmosphere, so as to better understand music emotions. In students' appreciation, singing, solfeggio and simple music creation, the teaching form of "combination of sound and picture" is often used to help students experience musical emotions. In the textbooks for the lower grades of primary schools, the old cow, rooster and bird share the same picture, and students can vividly understand the concepts of treble and timbre. Appreciating Pyotr Il'yich Tchaikovsky's Dance of the Four Little Swan, if we use the pictures and slides of the ballet Swan Lake, or teach children to recall the innocent and lively dance images of the four little swans seen in the film and television, these visual representations will help children perceive the changes in the melody, rhythm and emotion of the dance with their hearing. Traveling in the ocean of music requires a higher level of musical visual perception, that is, through the accumulation of auditory experience, different degrees of inner hearing are produced. We can read music without directly singing (playing) music works, and trigger association according to the changes of rhythm, melody, speed and style of music examples, so as to have an inner experience of a musical image. For example, experienced conductors and performers always look at the score before playing, perceive the music visually, and then use their brain control and skills to perfectly express their musical feelings during playing. Music works in primary school music textbooks are all selected famous songs. Through the intuitive images of music examples, students can deepen their memory and understanding of the musical emotions expressed by melody. If we can guide students to experience the profound feelings of these music works in visual perception for a long time from the middle and senior grades of primary schools, we can deeply appreciate and explore the aesthetic feeling of melody. If Schubert's "lullaby" is taught, the melody beauty of the song and the affection between mother and child can be experienced visually first; The visual impression of music (staff) is like the rhythm of a mother rocking her child to sleep, so we know that this music shows a gentle, soothing, serene, loving, beautiful and quiet musical emotion. Third, strengthen students' emotional experience by sublimating association. On the basis of understanding music, guide students to think actively and enter the artistic meaning left by music works. Through association and sublimation, we can deepen our understanding of musical works and cultivate students' creativity and imagination. For example, after teaching the students to sing Wings, I asked the students to discuss in groups why the song was named Wings. The fourth-grade students are very thoughtful. The results of their discussion are: "Sun", "Spring Breeze", "Yellow River", "Ideal" and "Knowledge" have no wings, but they are endowed with wings by anthropomorphic means, which makes the songs more vivid. You see how well the students speak, and then I ask: What kind of wings do we need to fly higher and farther? The students said: We must have the wings of "knowledge" and "ideal" in order to fly higher and farther and become the pillars of the future country. Look! How wonderful the students' answers are. In fact, "creation" means that students develop to a higher level while consolidating, applying, recognizing and achieving results. It means that students taste the fun and satisfaction of student activities in the application, expansion and extension activities, and then cultivate their sentiments. In short, teachers should give full play to the advantages and advantages of music, create a real teaching mood in the process of implementing emotional teaching, make use of all available emotional resources, grasp the main points of emotional teaching, stimulate students' emotional singing, experience the aesthetic feeling of music, improve students' psychological quality, and let students learn happily in the classroom with mixed scenes.