The Dalcroze eurhythmics, which incorporates physical movement, has had a profound impact on music teaching systems in many countries. It emphasizes the close connection between music and the body, enhancing students’ perception of and interest in music. While existing research on Dalcroze’s theoretical system is relatively comprehensive, more exploration is needed regarding its practical application in secondary school classrooms. This paper examines the core principles of Dalcroze eurhythmics, analyzes current issues in music teaching in China, and demonstrates the integration of spatial and temporal elements in classroom instruction through specific teaching examples. The author argues that the Dalcroze method is particularly well-suited for junior high school music education in China, offering new insights into diversified teaching methods.