Interest is one of the basic motives for learning art. Art teaching in primary schools is not to let students master the knowledge and skills of art majors, but to cultivate lasting interest in future art learning and development and generate conscious motivation for art learning. The new curriculum places special emphasis on the learning process and methods. Art teachers should strive to have the ability to master the teaching process in an all-round way, and use the new curriculum concept to create situations, handle teaching materials, organize learning and implement evaluation in teaching. Through such teaching practice, we can improve the art classroom teaching methods in primary schools and promote the improvement of teachers' own teaching ability.

First, create specific and vivid teaching situations to stimulate students' curiosity and enthusiasm for inquiry.

Pupils have strong emotional needs. They are eager for teachers' care, love and collective recognition. At the same time, they hope to gain new experiences and understand new things, and these needs must be met through certain environment and appropriate methods. Nowadays, art textbooks all choose teaching content from students' favorite life scenes and situations, and each topic is a situational theme. Teachers should be good at creating different teaching situations according to the teaching content, so that students can get richer experiences. For example, in the lesson "Bird's Home", in the past, students were only required to combine dynamic birds with different shapes to design different homes for birds. Now teachers are also required to create different situations, so that students can experience different feelings in different situations, such as birds losing their freedom, forests being cut down, and birds being afraid when hunters are holding shotguns. The same painting, different requirements make students get different emotional experiences. As a class, each teacher can create different teaching situations according to the curriculum. Concrete and vivid situational teaching has a strong appeal, which can enrich students' emotional experience, make students' understanding of things depend on certain situations and stimulate students' interest in learning.

Teachers should also be good at creating problem situations for students, try their best to arouse students' cognitive imbalance, stimulate students' thirst for knowledge and enthusiasm for inquiry, let students take the initiative to find problems and solve them step by step, so that teachers' teaching goals can be transformed into students' learning goals, which can be naturally realized in two-way communication between teachers and students. For example, when I was studying Terracotta Warriors, I didn't teach them directly, but let the students enjoy the pictures quietly, and then let the students discuss in groups: What is Terracotta Warriors? What questions do you want to know about the Terracotta Warriors? Were the terracotta warriors and horses originally colored? How many different trends are there in Terracotta Warriors ... First of all, we should pay attention to students' perspectives, conform to their age characteristics and cognitive laws, let students have their own interests and mobilize their initiative in learning. Secondly, we should pay attention to the moderate difficulty, and students can generally get the answer through their own thinking. On the basis of students' independent thinking, teachers can properly guide students to discuss difficult problems, which is helpful to cultivate students' ability to cooperate with others and actively obtain information.

Situational teaching can effectively link book knowledge with real life, so that primary school students can not only learn knowledge through school, but also acquire the ability to use knowledge. Therefore, art teachers should be good at developing situational teaching, and achieve the goal of common progress and common development through the mutual exchange, mutual influence and mutual supplement of teachers and students' emotions in the teaching process.

Second, the correct use of teaching evaluation to enhance students' feelings about art learning.

"Art Curriculum Standard" points out: "Art curriculum evaluation is an important link to promote students' all-round development, improve teachers' teaching level and promote the continuous development of art curriculum." In the past, due to the neglect of art class, the evaluation method of exam-oriented education was suitable for art education, so the evaluation function of art class was ignored for a long time. According to the concept of the new curriculum, evaluation is an indispensable link to promote teaching development, and teachers should pay full attention to and correctly use evaluation to promote students' development and improvement.

In classroom teaching, teachers should pay attention to the evaluation of students' learning process, mainly to examine whether students actively participate in learning activities in specific learning situations, whether they are willing to communicate and cooperate with their peers, whether they have interest in learning and the spirit of overcoming difficulties, whether they really think with their brains and whether they dare to express their opinions ... In short, teachers should take developing students' positive thinking and cultivating active participation in learning as the starting point, and short-term praise and encouragement in class will have a positive impact on students' learning activities. In art teaching, teachers should not take exam results or the effect of homework as the only criterion to evaluate students. Art teaching should be based on the usual study, choose the most favorable angle for students' development, and adopt various methods to evaluate, such as students' self-evaluation, performance evaluation in art activities, and various forms of homework evaluation. For example, if you set up a collection of art works, you can accumulate a semester's study results, choose the best works for display by yourself, and compare them among students, so that students can have a new understanding of themselves while evaluating others.

In the new curriculum standards, each subject emphasizes the diversification of training objectives and evaluation contents, including not only basic knowledge and skills, but also emotions, attitudes and values, learning processes and methods. Students' knowledge, skills, emotions, attitudes and values are closely related to their learning process and methods in their learning activities and future life and work, and there is no distinction between them. Ignoring any aspect may lead to the bias of students' development. Therefore, according to the goal of the new curriculum reform, it is an inevitable requirement and a teacher's ability to evaluate students in many aspects to promote their all-round development.

Third, effectively develop and integrate teaching materials to cultivate the creativity of teachers and students.

The new curriculum highlights the comprehensiveness and flexibility of teaching materials, leaving more room for teaching and opening up a broad space for teachers' potential. Teachers can develop teaching materials and adopt the most suitable teaching forms and methods according to students' characteristics and teaching needs. Modern art teachers should have certain curriculum integration ability, curriculum design ability and curriculum development ability. For example, in the lesson of "fish swimming", the textbook only introduces various working forms such as painting, cutting and pasting, and plastering. Some teachers further developed teaching materials, redesigned courses, made swimming fish with table tennis, and some asked students to dress themselves up as a fish. Rousseau, a French educator, pointed out: "The art of education is to make students like what you teach." When we get any textbook, we must first study whether students are interested in the content of the textbook, and make a principled conception, ingenious development, ingenious design and comprehensive integration of the course to reflect the creativity, interest, novelty and generation of teaching.

In a word, teachers should creatively develop and use art curriculum resources to serve art teaching. Teachers should be guides for students to use curriculum resources, lead students out of textbooks and classrooms, sketch in nature, learn art in social environment and experience the infinite charm of art.