Lu Jiuyuan, a famous scholar in the Song Dynasty, said: "Learning to be excellent leads to being an official, doubt leads to progress, little doubt leads to progress, and great doubt leads to progress." Modern teaching theory points out: in essence, perception is not the fundamental reason of learning, but the problem of promoting learning. Modern learning methods especially emphasize the importance of problems in learning activities. Art learning is a practical activity to create artistic images, which requires students to put all their senses, emotions and wisdom into learning activities, so it is particularly important to cultivate students' problem consciousness in art teaching. The so-called problem consciousness means that the problem becomes the object of students' perception and thinking, thus forming an unresolved but necessary knowledge state in students' psychology. Question consciousness is not only the premise to stimulate students' thirst for knowledge, but also the premise for students to understand and reproduce knowledge. As a teacher, we should try our best to fill students' brains with doubts, make problem consciousness become students' basic consciousness, fundamentally change traditional learning methods, carry forward people's subjectivity, and creatively guide and help students to learn actively and individually.

First, create a situation to guide students to find problems independently?

Teaching practice has proved that any desire to learn always arises in a certain situation. The problem situation is set properly, and the learning content is very attractive to students. Therefore, it is an effective way to promote the development of students' thinking by setting different problem situations according to different learning contents and students' reality, so that students can realize the existence of problems and feel the need to ask "why", "what to do" and "how to do it".

1. Doubt?

In art study, students have many problems. "Doubt" is the beginning of thinking and the foundation of creation. Only through their own comparison, thinking and discovery can students really be interested in the learning content, and then understand and internalize it for their own use. Therefore, as a teacher, we should actively guide students to explore knowledge, consciously set contradictory situations in combination with the teaching content, and let students think in doubt and "think about learning", thus stimulating a strong motivation to seek knowledge and being good at discovering and asking questions.

The lesson "If I were a Giant", the fourth textbook of the second grade of primary school, is to let students imagine themselves as a giant boldly and freely, make up a magical story, and then show the interesting plot in the story. So how to contrast the images of villains and giants has become the difficulty of this lesson. In order to solve difficulties and cultivate students' problem consciousness, we should grasp the contradictions in students' cognition at any time with a purpose from preparing lessons to attending classes, and guide students to constantly reveal and solve contradictions. The teacher first showed two different environments with courseware: one is normal environment, and the other is short of people, buildings, trees and other scenery. Then let two identical "children" enter two environments respectively, so the contradiction under comparison makes students wonder: "Why does the same person enter different environments and suddenly become a giant when he enters a small landscape?" This led to a heated discussion among the students. After analysis and discussion, they understood the contrast between the picture background and the characters. Another example is some painting knowledge classes, such as "Make the picture more reasonable" (the first volume of grade six). I designed a way to put the same still life and different specifications of paper together to express contradictions. Students scrambled to ask: Why are some compositions of the same still life presented on different papers or spellings reasonable, while others are unreasonable? What kind of diagram is reasonable? ..... Setting contradictory situations can arouse students' curiosity and stimulate the excitement of asking questions. In fact, the awareness of finding problems in this contradictory situation is the potential nature of students. As long as teachers can effectively tap this potential, students can see the general from the individual, the essence from the phenomenon and the necessity from the accident in questioning and solving doubts, and their thinking can be developed and become flexible and creative. Creating contradictory situations to arouse students' doubts is helpful to stimulate students' enthusiasm for exploration and tap their creative potential.

2. arouse interest and suspicion?

Students' curiosity and strong desire to explore are the psychological motivation for students to ask questions. Suhomlinski pointed out: "In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. In the spiritual world of children, this demand is particularly strong. " Teachers should be good at creating situations that stimulate students' curiosity and desire to explore. While arousing students' curiosity, teachers should guide students to ask questions and urge them to use their brains to ask questions. When learning colorful flowers, at the beginning of class, the teacher took out a piece of colored paper, mysteriously turned scissors, and opened a gorgeous flower under the physical projector. The students suddenly gave a burst of exclamation, and curiosity and exploration came to life. Students' thinking is activated and their desire to explore is strong. They choose different styles of flowers according to their own preferences, freely combine them into groups and start to study, constantly asking questions: Why does flat paper become three-dimensional? What kind of scissors can cut paper open? How to elongate? What kind of cutting can make flowers more beautiful? ..... Students are always interested in the whole class, and problems keep appearing. In the lesson "Printing leaves is very interesting", the teacher showed the students the works of rubbing leaves by stimulating interest and attracting doubts. The question arises immediately: What materials and pigments are used for rubbings in rubbings? How to add with the help of the shape of leaves? ..... In the courses such as "New Color of Sweater" and "Flower Clothes of Water Cup" (the first volume of Grade Three), the teachers set up interesting situations, and the students raised such questions: How to decorate the sweater or water cup? Where are their decorative parts? What patterns can be used to make sweaters more novel and water cups more beautiful? ..... Gradually, students' problem consciousness will be aroused and encouraged by their interests, and will continue to develop, prompting them to keep their thinking active.

Second, create an atmosphere and strengthen the awareness of problems in discussion and communication.

In the traditional teaching concept, students are containers to receive knowledge. Teachers pay more attention to "how to teach" when designing teaching. Problems are often raised by teachers and solved by teachers. In classroom teaching, teachers have the right to speak, while students are in a state of aphasia. This kind of classroom teaching can't create active learning opportunities for all students, which is not conducive to the formation of students' problem consciousness and learning ability.

The core of quality education is to develop students' creative thinking and cultivate their innovative ability. Practice shows that people are prone to curiosity and thirst for knowledge in a relaxed and natural atmosphere, and their creativity is easily stimulated. Therefore, in classroom teaching, teachers should change the "spoon-feeding" teaching method, create an equal and harmonious teaching environment, and let students have the opportunity to become the subject of "questioning".

Questions in the game

Games are children's nature. Suhomlinski said: "Any kind of educational phenomenon, the less children feel the intention of educators, the greater the educational effect." To strengthen students' problem consciousness, teachers should also make use of students' naturalness to create a game atmosphere for students, so that students can play, move and ask questions in the game. For example, when learning the lesson "Let my plane fly in the blue sky", let the students fly on the playground after making a paper plane. During the flight, they found and asked: Why can some planes fly far? What kind of plane flies more beautifully? Another example is the lesson "Let's Draw Together". Students use "water" as the material and spray paint on the playground in the form of group cooperation. In the process of learning, the teacher did not tell the learning content exactly as before, nor did he explain the painting steps intermittently and teach the painting method by hand. Instead, face all the students, create a game atmosphere for them and "play with water" with them. Some students who can't even dig out half a sentence in class have been praised by teachers and recognized by their classmates for asking questions so boldly and making suggestions freely in the game. In the study of "interesting inkjet", "wonderful paper dipping" and "coloring game", the teacher provided them with tools and materials to let them play freely. In the game, they asked: How far is the brush from the paper when drawing? How to make the color point uniform? How much water should I add to the color? What is the relationship between paper stacking method, dyeing method and pattern in paper stacking dip dyeing? How can we mix colors to form new colors? It can be seen that students' problem consciousness is constantly strengthened in the game.

2. Clear the doubts in the operation

Operation and thinking are a pair of links. Thinking activities urge students to internalize external operation activities, from action thinking to concrete image thinking, and then to abstract logical thinking. In teaching, consciously create an atmosphere for students to try to practice, so that students can find problems, find problems, ask questions and solve problems in trying to practice.

When learning the first book "Mud is Really obedient", the teacher set up an atmosphere for students to try to operate, and handed the mud and water to the students, so that they could operate in groups and synthesize mud balls with suitable hardness and softness. In practice, I guide students to think while trying. In practice, the question arises at the historic moment: Why is the mud not "obedient", sometimes too soft and sometimes too hard? How can we make mud "obedient"? How much water is put in the mud, and the hardness of the mud is just right? When learning "Clever Cloth Painting" (the second volume of grade four), the teacher also created an operating atmosphere for the students, which greatly stimulated their learning enthusiasm and initiative. They think positively and ask questions: What kind of different landscapes are different fabrics and colors suitable for? How to use cloth to show the feeling of wind blowing? ..... It is in such an atmosphere of free operation and discussion that students' thinking becomes extremely active, constantly asking questions and seeking solutions. In addition, practical courses such as color sawdust painting, clay sculpture image, paper three-dimensional connection, flower heart and sun can also create an atmosphere for students to try to practice, which not only allows them to grasp the conclusion of knowledge, but also allows them to experience the process of knowledge occurrence and understanding, and cultivate students' personality and cooperation spirit of being brave in practice, diligent in learning and daring to ask questions.

Third, delay judgment and protect students' problem consciousness.

German educator Dostoevsky once said, "A mediocre teacher reveals the truth, while an excellent teacher teaches people to discover the truth." Creative education also believes that in teaching, teachers should not immediately analyze and judge the questions answered by students, but should encourage students to put forward more ideas. Students' strong problem consciousness and innovative scientific spirit need to be cultivated by teachers. Therefore, teachers should respect students' opinions and actively inspire and guide them. Teachers should delay judgment, give students space to think and study problems, enhance students' desire to express their thoughts, and avoid inhibiting students' innovative thinking.

Take Color Sawdust Painting (the first volume of Grade Four) as an example. During the trial operation, some students asked, "Which part is more convenient to paste sawdust first, and the picture is cleaner?" At this time, the teacher does not need to judge and answer immediately, but let the students summarize in the attempt. Students have no framework, and everyone has different ideas. After thinking, practice and discussion, they found the best scheme: paste the dark part first, then paste the bright part; Glue the big part first and then the small part, which is convenient, fast, beautiful and clean. This kind of teaching gives students the space to think freely. Students will dare to discover themselves and express themselves by delaying judgment, and gradually form the ability of independent thinking and a strong sense of problems. ?

Confucius said, "Doubt is the beginning of thinking and the end of learning." It can be seen that the problem is not only the starting point of thinking, but also the driving force of thinking, so it is very important to cultivate students' problem consciousness. This is a long-term and gradual process, but in this process, as long as teachers insist on taking students as the main body, carefully design and skillfully guide, the problem consciousness will take root in students' minds and classroom teaching will become lively and interesting. ?

The body and mind of primary school students is the stage from childish to mature, and it is also the stage with the strongest plasticity. Art teachers should cultivate students' innovative spirit and creativity through art classroom teaching and extracurricular activities according to this characteristic of students. So how to cultivate students' innovative consciousness in art teaching? The following are some superficial understandings of cultivating students' innovative consciousness in art teaching in recent years.

First, stimulate interest in learning and cultivate students' desire for innovation

Many practices have proved that there are two factors that determine students' learning attitude: cognition and interest. Interest dominates students' attention, making them concentrated and stable in learning activities. Interest is the best teacher. Confucius once said, "Everything you know is inexhaustible. It is better to be happy than to know everything. " Students' interests regulate their emotions, and their strong interest in learning makes them show great enthusiasm, thus learning in happiness. Therefore, I attach great importance to the preparation stage before painting in every art class. I use "childlike innocence" to think about what children think. I use the form that children like to see and hear to stimulate their creative desire, so that children can have a clear and vivid image in their minds and "come out at any time" and have an internal creative impulse. I use many colorful teaching forms, such as observing the seasonal characteristics, so that children can be immersed in the scene and observe the experience; Take the children on an outing to find the footprints in autumn ... After you come back, let the children draw themselves into beautiful frames, which can not only let the children capture and feel the instantaneous changes of objects, but also allow them to make long-term observations. In spring, let the children plant flowers and grass by themselves, and see how the grass grows from the ground, and how the peach blossom and apricot blossom on campus grow from bud to bloom. Butterflies and dragonflies have beautiful wings ... In addition, I also use other forms, such as listening to music, playing with building blocks, telling stories and fables, watching videos, making puzzles and making CAI courseware ... to stimulate students' interest through sounds, images and music. In this way, students will be liberated from boring lectures through vivid and rich materials; By accumulating a lot of materials, students have increased their perceptual knowledge and stimulated their interest.

Second, establish a correct educational concept and provide students with innovative opportunities.

It is necessary to establish a new educational concept, actively explore and adopt flexible and diverse modern teaching methods, guide each student to give full play to his potential, give students the opportunity to give full play to their potential in learning, actively participate in the teaching process, and cultivate students' quality and personality of being brave in exploration and innovation. This requires teachers to pay attention to students' basic needs and provide them with more opportunities for innovation. In art teaching, I often carry out some activities that are conducive to students' innovation. For example, the activity of "Beautifying our campus with brushes" calls on students to draw beautiful pictures on the ceramic tile wall outside the classroom to beautify our environment. The students are in high spirits, waving brushes, creating and displaying beauty with brushes, and giving full play to their lofty sentiments. This activity has aroused students' creative interest, brought their imagination into full play and displayed their artistic talent, and they are never tired of it. We also often hold some art exhibitions: "I can do it", "I draw best", "Show my hands" and "Watch me". These activities give students more opportunities to express themselves and be brave in innovation.

Third, give full play to students' subjectivity and cultivate their innovative consciousness.

Innovative education is an educational practice with the basic value orientation of cultivating people's innovative consciousness, innovative ability and innovative spirit. It is a kind of education, which constantly induces some personality characteristics and provides the best creativity in the personal spiritual world. In order to cultivate students' innovative consciousness, teachers must change their ideas, establish a student-centered position, create a relaxed and harmonious teaching atmosphere, and allow students to express different opinions and choose student content. In teaching, teachers' inspiring language can stimulate students' desire to explore and keep this desire for a long time. As we all know, any effective middle school teaching must have the participation of students in order to achieve results. In classroom teaching, teachers should actively create a lively and harmonious atmosphere, encourage students to spread their imagination wings, give full play to their innovative potential, and dare to think, speak and do. Teachers should give full play to the role of teaching motivation and cultivate students' innovative consciousness. I did this in the first book "Fruit and Vegetable Association" in the fourth grade of Hunan primary school art. After the introduction, I let the students look at the pictures of frogs and lotus flowers, so that they can understand that frogs and lotus flowers are associated with the shapes, colors and textures of fruits and vegetables. "Lotus" is mainly cut, while "frog" is mainly matched. Students have a preliminary understanding of the richness of modeling methods. I then took out three white radishes with different shapes and asked the question, "Look at these white radishes. What do you think?" What do you think of them? "Someone said," I want to turn them into dancing girls. " Someone said, "I want to make it into a little white dove." Someone said, "I can make it a Fuwa." "Well, students' imagination is very rich, and they can also make proper use of materials for modeling. Then I have a carrot and a pumpkin here. Who can skillfully match them? "Immediately, a student said," I made carrots into guards and pumpkins into castles. " "I can make pumpkin into pumpkin taro. "Many students' thinking has been inspired and their sense of innovation has been greatly improved.

Fourth, encourage students to imagine boldly and improve their creative ability.

Cultivating and developing imagination is one of the important tasks in art teaching. Some teachers have too many rules and regulations in teaching, and students are not allowed to cross the line. For example, "You have to draw like this" and "You can't be paranoid, but you can draw how you want", which makes students feel nervous about painting, dull in observation, slow in thinking and meticulous in drawing, which limits the cultivation of students' imagination and obliterates students' creative ability. In my opinion, sometimes students' "thinking" is the spark of innovation. Therefore, in my art extracurricular group activities, I take improving aesthetic quality as the main line, improving modeling ability as the starting point and improving creative ability as the starting point. Never impose the teacher's subjective will on students, so that every student has personality, characteristics, specialties, good observation, courage to express and dare to be unconventional. I often take students to sketch, learn to observe, analyze and compare with my own eyes, think about how to create paintings, and teach them various painting techniques suitable for children, such as ink painting, children's painting, blow molding ... In painting creation, I look for the best composition and the most suitable painting form. Teachers should fully understand students' magical imagination, actively guide and encourage students to spread their imagination wings, and boldly perform artistic expression and creation. Practice has proved that actively encouraging students to imagine boldly plays an important role in cultivating students' interest in learning art, improving their creative ability and painting level, and developing their thinking.