(1) Create a daily life environment full of aesthetic feelings.

(2) Let children immerse themselves in the natural and surrounding environment to feel, discover and appreciate the beautiful things in the natural environment and human landscape.

(3) Pay attention to the artistic beauty contained in children's learning in other fields.

2. Guide children to pay attention to the external characteristics of things when appreciating art, pay attention to their own independent perception, imagination and feelings, and encourage children to find a meaningful world of their own.

3. Create a relaxed psychological environment and a rich material environment, and respect children's spontaneous and personalized artistic expression and creation.

(1) A relaxed psychological environment is a prerequisite for people's creativity.

(2) Creating problem situations to stimulate children to explore and solve problems.

(3) Reform evaluation methods to encourage children to create actively.

Example 1: Xiao Hai is a new teacher. I heard that the school is going to have classes, so I specially prepared a teaching activity combining language and art. In order to achieve good results, I not only made careful preparations, but also conducted a trial teaching.

The process of the activity is to tell a story called "the upside-down world". The content of the story is that in an upside down world, everything is upside down. For example, giraffes become short-necked deer, turtles run fast, rabbits move slowly, and houses can walk. . . . . . The story was so interesting that the children all laughed. Then, the teacher asked the children to imagine for themselves that in your upside-down world, there are other things in turn. We'll communicate after drawing it.

What Xiaohai didn't expect was that the facts were really upside down. During the trial teaching, she found that half of the children were usually considered to be poor at drawing, while the half of the children who stayed for formal classes were learning to draw outside, and some even won prizes. Unfortunately, the trial teaching was very successful, but the formal teaching was not satisfactory. The children in the trial were imaginative and told many strange and opposite things, laughing their heads off. For example, in my upside-down world, I became a mother and my mother became a child. I watched TV and ordered my mother to write. In formal teaching, those children who are good at drawing are scratching their heads and can't figure out what to draw. There are always people who say that this thing can't draw, and that thing can't draw, imitating each other. The most incredible thing is that their painting skills are not better than other children at all, nor are they better than their usual painting classes.

From this case, we can see that the so-called art class only teaches the image of something, such as how to draw a tree and so on. Children only remember the abstract features of these images, and they will draw them every time in the future. Once they want to draw what they want, but the teacher hasn't taught them, they dare not. Even if they draw that painting skill, it won't be as good as teaching, and the so-called proportional structure and other skills have all gone back. Therefore, children who have been taught too many images will be limited in their expressive power when the teacher asks them to draw, and their performance will be limited to the combination of images they have learned. That's why children naturally love painting, and I learn to paint whatever he wants. Therefore, the goal of the art guide field is to "enjoy artistic activities and express boldly". If children often dare not express because they can't, it's time to reflect on our educational behavior. "