《音乐课程标准》指出:“我国义务教育课程实行国家、地方和学校三级管理体制,除国家课程外,地方和学校自主开发的课程应占一定的比例。地方和学校音乐教育应结合当地人文地理环境和民族文化传统、开发具有地区、民族和学校特色的音乐课程资源。”由此可见,具有浓郁地方特色的乡土音乐在我们音乐教育中,仍然占据着十分重要的地位。因此地方乡土音乐的校本课程的开展,对于小学音乐课程地方性资源无疑是一次巨大的扩充。温州民间地方音乐绚丽多姿,它们都是温州本土文化、音乐文化的一笔巨大的财富,记录着温州悠长的历史。然而随着社会的发展,以及现代音乐的冲击,这些优秀而珍贵的民俗民间音乐渐渐成为“远逝的乡音”。那么以何种形式引领这种珍贵的地方文化回归学生的视野呢?切实可行的开 The “Music Curriculum Standard” states: “The compulsory education curriculum in our country implements the three-level management system at the national, local and school levels, with the exception of the national curriculum, which should be proportionately developed by local and local schools. Local and school music education should be combined with local Human geography environment and ethnic and cultural traditions, the development of music curriculum resources with regional, ethnic and school characteristics. ”Thus, local music with strong local characteristics still occupies a very important position in our music education. Therefore, the local school-based local music curriculum development, local music for primary school is undoubtedly a tremendous expansion of local resources. Wenzhou folk local music colorful, they are Wenzhou native culture, a huge musical culture, recording the long history of Wenzhou. However, with the development of society and the impact of modern music, these excellent and precious folk-custom folk music gradually become “Accent Accent ”. So in what form to lead this precious local culture back to students’ vision? Practical open