The activity method of kindergarten art education refers to the guiding method adopted by teachers to achieve the goal of art education activities and the activities carried out by children under the guidance of teachers. The adoption of educational methods should consider children's age characteristics, actual level and the characteristics of the fine arts discipline itself. There are various educational methods for children's art, which are roughly as follows. (1) observation analysis method is a method that children perceive the aesthetic characteristics of things such as shape, structure, color and movement mode through various senses under the guidance of teachers, and use their brains to think and compare. Its purpose is to help children accumulate internal schema and deepen representation, so that children can obtain clear, profound and complete visual images and stimulate their desire to express. When observing, we can use all kinds of sensory perception, including seeing, touching, smelling and imitating with actions. Drawing a picture of "naughty little monkey", teachers can not only organize children to visit the zoo, but also guide children to imitate the naughty expressions and gestures of monkeys after the visit, which can stimulate children's creative desire. Another example is the bricklayer's activity "Hedgehog". In addition to guiding children to observe the appearance characteristics of things, teachers can also let children gently touch the thorns of hedgehogs to deepen their feelings and gain a deeper impression. Observation is considered as the basis of artistic activities, and without observation, there is no analysis. Analysis refers to people's thinking process, which divides things or phenomena in the mind into various attributes, parts and aspects to find the essence of things or phenomena. For example, "Festival Street" appreciation activities, children can suddenly feel the excitement and joy of the festival through audio-visual organs. But where did this atmosphere come from? Be sure to guide children to analyze on the basis of observation, such as colorful balloons floating in the distant sky, lanterns hanging on the surrounding branches, flowers in the middle of the square, and colorful flags inserted around it. Thus, we can feel and understand the excitement and celebration more deeply and produce an aesthetic pleasure experience. Demonstration and demonstration with examples mean that teachers directly show children the difficulties and key points in the process of art activities, which is beneficial for children to learn some key technical measures necessary to participate in art activities under the condition of direct imitation. Demonstration includes whole demonstration and local demonstration. Overall demonstration refers to the continuous and complete operation of the process of teachers expressing the image of objects to children, which is generally used when children learn new skills. For example, when a child has just entered the middle class, the paper worker's activity "morning glory" requires the teacher to demonstrate the folding process to the child from beginning to end. Local demonstration refers to the teacher's operation of a certain part of art activities for children. For example, the big class painted "Beautiful Park". During the activity, the teacher only demonstrated the painting method of overlapping trees (of course, this class has a good foundation in children's art). The demonstration of using tools and materials in artistic activities is also a part of the demonstration. The teacher should be skilled and accurate when demonstrating, so that every child can see clearly. Sometimes, depending on the specific activities, squat down or go to the children to demonstrate. One example refers to the intuitive teaching AIDS provided by teachers for children to observe and appreciate. It can be a teacher's template painting, or it can be an object, a picture, a book, etc. Good examples can help children understand and feel the aesthetic attributes of things, enrich the visual image and enrich the creative content; It can also broaden children's horizons, help children experience a variety of artistic techniques and improve their aesthetic ability. The selection of examples must meet the following criteria: (1) The image is accurate, the lines are clear, the colors are bright, and the size is appropriate, which can reflect the basic characteristics of things. (2) It has a certain artistic level and is full of beauty, which can arouse children's emotions and interests. (3) It conforms to children's age characteristics and is easy for children to understand and accept. The use of demonstrations and examples has a certain influence on children's creativity, so teachers should think carefully and use them properly in art education activities. (3) Game practice Game practice refers to guiding children to learn art skills in a happy and positive state through games, turning visual images into visual-sports images, improving hand-eye coordination and cultivating children's interest in art activities. The game practice method conforms to the age characteristics of children and is flexible and diverse in use. Game propositions, game practice methods, game processing of artistic achievements and the use of game materials in artistic activities can all combine art with games. Such as "blowing bubbles" and "cooking Yuanxiao" can improve children's interest in painting; Such as "decorative vest", each child puts on a vest made of paper and paints on the backs of other children with gouache paint. This change in painting style has made children's interest in learning very high. Sometimes teachers can use the fun of guessing riddles in art activities to increase the elements of the game and consolidate their painting skills. If the teacher does some simple riddles, let the children draw them simply and quickly. For example, "the stars are small and the yellow flowers are decorated with thin strips." Don't think it is not red. It will report when spring comes. " (Winter jasmine). In addition, spray painting, bubble painting, roller painting and seal painting made of toothbrushes, straws, glass balls and various fruits have also given children great interest and stimulated their enthusiasm for participating in artistic activities. (4) Emotional cultivation means that teachers create a relaxed and happy psychological environment and emotional situation for children, so that children can have the desire and enthusiasm to pursue beauty and express beauty in the best physical and mental state, and actively observe, imagine and create. Children's artistic activities are generated and developed under the impetus of their artistic motives. This intrinsic artistic motivation depends on the teacher's mobilization of children's emotional factors. First of all, in art activities, teachers should create a relaxed and happy psychological environment for children. Teachers themselves should be full of interest in artistic activities, devote themselves wholeheartedly to them, and mobilize children to review and experience their life experiences with vivid and infectious language. Teachers should also fully respect children's emotions, trust their creativity, and establish a truly equal relationship between teachers and students. In this way, children will feel kind and interesting about artistic activities and participate in them with great interest. In order to better mobilize children's positive feelings of actively participating in artistic activities, teachers can make full use of the beautiful natural environment to guide and cultivate their beauty. At the same time, create a perceptual aesthetic environment, stimulate children's interest, and make them have an inherent desire to participate in artistic activities. Teachers can make full use of the beautiful natural environment for guidance. Indoor and outdoor environment layout and the creation of various activity areas (corners) should be as harmonious and beautiful as possible, with vivid shapes and bright colors, which are in line with children's aesthetic taste. If spring comes, teachers can lead children to have a spring outing in time, feel the depth of spring and the beauty of nature, and stimulate their creative enthusiasm. In autumn outing activities, teachers can consciously organize children to pick up fallen leaves with different shapes and colors, and guide children to make leaf stickers, spray-painted leaves or veins bookmarks for children to enjoy. In art activities, teachers can also play some relaxed, soothing and lyrical music to cooperate with children's activities, stimulate children's imagination and creative desire, and thus create a beautiful atmosphere. (V) Hierarchical Guidance Method Hierarchical guidance method refers to teachers' hierarchical guidance for children according to their different levels. Its purpose is to promote the development of every child. The layered guidance method can be implemented from several aspects, such as target stratification, material delivery stratification, guidance stratification and evaluation stratification. 1. Teachers with different goals should get to know each child from different sides and angles before each activity. When setting the goals of artistic activities, we should consider putting forward different requirements for children of different types and levels. For example, children with good hand-eye coordination are required to show details; For children with underdeveloped small muscles, only the basic structural characteristics of the object are needed. Teachers should pay attention to children's own development and changes, tap the development potential of each child, and constantly adjust their development goals. 2. Material stratification With the goal stratification, teachers should consider providing materials according to children's different ability levels when providing materials to children. For example, in the origami "rooster" activity, children with good hands-on ability can be consciously provided with multiple pieces of paper and colored pens to make them fold more and add more colors. 3. In children's art activities, the production of children's paintings is an important process, and teachers need itinerant guidance. In the tour guidance, teachers can adopt the method of hierarchical guidance according to the different homework situations of children. This method of hierarchical tour guidance is directly influenced by the hierarchical objectives, and still emphasizes the teacher's understanding of each child. For example, in the activity of painting "Beautiful Park" in large classes, teachers focus on guiding children with strong ability to express the beauty and beauty of the park through various images, and appropriately use various colors to express their emotional colors according to the needs of the picture; For children with medium ability, encourage them to conceive boldly and describe carefully; For children with weak ability, we should first talk to them about what to draw, help them determine the theme and main image, and arrange the picture reasonably. 4. Evaluation stratification This kind of evaluation requires teachers to evaluate according to different levels of goals and materials, especially children's own level, and pay attention to children's own vertical development. In the whole process of art education, we should flexibly choose and comprehensively use the above methods according to the needs of activities, and constantly sum up experience in the practice of educational activities to create new and effective methods. Therefore, we say that teaching should be regular, and teaching has no fixed rules. The important thing is to get the law. Case background analysis: the big class collectively carried out the theme activities of Little Chinese Baby, which involved the quintessence of Chinese Peking Opera. Because of their strong perception and cognition, the children in the big class are very interested in new things, but Peking Opera and Facebook are new and little-known knowledge to them, and they have a strong interest in learning and a strong desire to express themselves. During the activity, the children came into contact with Beijing Opera and learned the Beijing Opera "The Tortoise and Rabbit Race" accompanied by Jinghu, which was created according to the story, and had a certain understanding of the singing characteristics of Beijing Opera. This lesson selects the characters and fragments of Peking Opera that children are familiar with, so that children can creatively make Peking Opera masks with various materials after understanding the characteristics of Peking Opera, such as roles, costumes, music and masks. The purpose is to further consolidate children's understanding of the characteristics of Peking Opera masks in the production process, and also to improve children's hands-on ability and aesthetic ability, experience the fun of Peking Opera performances after doing it yourself, and enjoy the joy brought by the successful production of Peking Opera masks, so as to enhance children's understanding of Peking Opera and cultivate children. (Case observation and analysis) 1. Introduce activities with Peking Opera to stimulate children's interest in learning. I showed a piece of Peking Opera from Journey to the West, then took out the Monkey King's face and said to the children in Beijing dialect, "On the orders of Guanyin Bodhisattva, protect my master Tang Yan from going to the Western Heaven to learn Buddhist scriptures, and come to the kindergarten as a guest when he comes back." Singing in Beijing opera immediately resonated with the children. Suddenly, a voice answered in the voice of Peking Opera: "OK, I wish you an early scriptures." I went to find fame. It turned out to be Tu Rongfeng. The child usually refuses to answer questions in class. What happened today? Tu Rongfeng's singing attracted a burst of laughter from the children. I immediately went to his side, touched his head with the Monkey King's face and praised him: "Tu Rongfeng is really capable and can talk to the Monkey King. Will you? " I just heard some children singing Peking Opera in a low voice, so I immediately encouraged them: "Ah, the children in our class are great, so many people can sing, but the Monkey King can't hear them. Let's all sing, and the Monkey King will hear it. " With my encouragement, the children reviewed the "Tortoise and Rabbit Race" loudly and with expression in Beijing dialect. As soon as the song fell, the children all laughed happily. I used the Monkey King to touch the children's heads in turn to give them encouragement. Suddenly a child said, "Teacher, you the Monkey King are so funny. Can you let me play? " This is Tu Rongfeng's request. Before I could answer, the children were afraid that I wouldn't play for him, so they scrambled to say, "Let me play, too?" So I said, "Well, let's each make one for ourselves. Not everyone can play. " (Analysis: From the children's performance, it can be seen that the direct introduction of Beijing opera into activities has achieved good results. The teacher asked the children to watch The Journey to the West's Peking Opera mask, which led to "Monkey King", and used Peking Opera aria to lead the topic, which immediately reminded the children of Peking Opera aria, and they could not help but respond with Peking Opera aria, which resonated. Although Tu Rongfeng is usually lively and imitative, he refused to ask him to sing a few words in all previous Peking Opera appreciation activities. Almost all the children can sing, but they refuse to perform in front of everyone. When Tu Rongfeng's singing ended, the children smiled, but it was not a sneer, but an envious smile. The children dare not sing, but he dares to express himself in this way, which shows that he is showing his true feelings. Based on the needs of children's emotional development, I immediately encouraged the children in my class to be like Tu Rongfeng. As a result, the children were not afraid of embarrassment and sang loudly. If this is normal, no one will dare to sing even if my voice is broken. Therefore, direct and effective introduction and initiation of activities, timely attention to children's interests and emotional development needs, and proper grasp of educational opportunities can provide a platform for children to show their performance. Don't deliberately pursue the same as the teaching plan. You should master the emergency measures in class flexibly, and you may get unexpected gains. Moreover, it can keep children's interest, smoothly and naturally make children have a strong interest in Peking Opera masks, thus stimulating their enthusiasm for active learning. 2. Children explore independently and make Peking Opera masks.