笔者曾听过这样一节音乐课，教师在教唱《少年、少年祖国的春天》时，先花了十来分钟时间讲解本首歌曲所涉及的乐理知识，又用了二十分钟时间提出一个个“语文式”的问题，帮助学生理解歌曲的思想内容，最后只剩下很少时间去学唱歌曲了。这样一节课，初看起来似乎内容丰富，知? The author once heard such a music lesson. When teachers taught to sing “The Spring of a Juvenile and a Juvenile Motherland”, they first spent ten minutes to explain the music theory involved in the song, and took another twenty minutes to propose a music lesson. A “linguistic style” problem helps students to understand the ideological content of the song. In the end, there is only a little time left to learn singing songs. Such a lesson may appear to be rich in content at first sight.