(1) What are the contents of children's art courses?

The teaching and training stages of children's art are divided into three levels.

1, small class: cultivate children's sensory ability, especially their meticulous observation ability, explore the cognitive ability of external things, enrich the image accumulation in children's minds, let children listen, watch and remember more, and strengthen their image memory.

2. Middle class: focus on cultivating children's thinking ability of analogy, association, divergence and inference in painting.

3. Large classes: pay attention to cultivating children's imagination of amusement and creation, and let children be whimsical, fantasize about the future and create the future. In teaching, systematic thinking training of images is the main content, and painting is the means.

The ultimate goal of creative thinking teaching method is to take game activities as the main form, organically cooperate with various disciplines, and cultivate a smarter generation with courage to be original, rich feelings, aesthetic taste, good personality and quality on the basis of comprehensively improving children's quality.

(1) Art Education Curriculum Introduction Extended Reading

Art education helps to cultivate children's learning interest and learning ability, and can effectively help children form positive personality characteristics. For example, in interesting art activities, children are more sensitive to problems, have stronger confidence in the success of practice and experience their own strength more.

Children's art education activities can increase children's enthusiasm for life. In the activities of artistic creation, life is kind and interesting to them, which will make them feel excited and yearning. Various artistic shapes made of various materials often make them feel surprised and eager for their future and paint beautiful pictures.

(2) the content of primary school art class

Art is a comprehensive subject. A good art class should not only impart the art knowledge that should be mastered, but also cultivate students' good moral character and living habits. It is closely related to many disciplines.

Art teaching, like other subjects, should aim at improving students' comprehensive quality. We can't simply think that art teaching only teaches students to draw, and teaches students to draw a gourd ladle. Specifically, art teaching should also teach and educate people. We should not only pay attention to the training of basic knowledge and skills, but also cultivate the creativity and thinking ability of primary school students.

Children are naturally interested in everything. They want to learn, do and imitate everything. When they have only a vague understanding of the world, they begin to doodle. Then with the improvement of their knowledge, skills and age, these interests will change. Children of different ages have different enthusiasm for art. For different students, we should all feel it with our hearts, starting from the foundation and starting from the students' roots.

First, prepare students and prepare lessons.

First of all, you should know the objects you want to educate, what kind of students they are, and what characteristics they have in age, physiology and psychology. Only by knowing this can you have a good class. Junior students have their age and psychological characteristics. They are lively and eager to learn, have poor persistence, have the advantage of concrete thinking, and their generalization level is at the stage of summarizing the external characteristics of things. In their imagination, children's early paintings are naive. We can't see the details, nor can we see the perspective deformation. We only see a primitive approximate external shape. What we draw is erratic and can't reach the proper position accurately, but we can also show the appearance of the object in a way we know. Therefore, in the classroom teaching of lower grades, students should not be asked to draw anything deliberately, but let them use their imagination and draw casually.

Preparing lessons, what the teacher should teach, what the students should be taught in this art class, what kind of purpose to achieve, what kind of skills the teacher should cultivate. This requires preparing lessons. For example, the teaching of Color of Spring in Senior One is mainly to cultivate students' feelings of loving nature, and then let students show the beautiful colors of spring with brushes, so that students can better understand spring. By letting students observe and discover the beauty of spring by themselves, I will take them to the small Woods and flower beds on campus, let them observe the colors of grass, flowers and trees, and then go to the park to learn about the blue sky, white clouds, rivers, paths and green trees, so as to find the colors of spring, deepen their understanding of spring, arouse their interest in painting and arouse their enthusiasm, and then let them experience the beauty of spring by appreciating some excellent works.

Second, stimulate interest, interest is the driving force

Interest is the best teacher. Happy and relaxed classroom can make students in the best state, stimulate students' interest in learning and give full play to their main role. How to attract students' interest in learning is very important, so as to keep students' psychology in the best state all the time. Therefore, we should pay attention to visual image and game activities in the classroom teaching methods of lower grades, and use various means to stimulate interest, give students a novel and interesting feeling, stimulate students' enthusiasm for learning, and achieve good teaching results.

Art is different from other disciplines. Therefore, while completing the teaching task, it does not hinder the active classroom atmosphere before class, such as small law activities before class, using the exhibition of students' excellent works, teachers telling short stories to attract students' attention, and then using multimedia to intersperse some music according to the content of teaching materials to make students interested in this course, and taking class as a kind of "fun" will take the initiative to learn this course. For example, in the teaching of "making new year's goods", because this class focuses on cultivating students' innovative thinking and hands-on production ability, I asked in class, what new year's goods do your family need for the New Year? The atmosphere in the classroom becomes lively, because junior students like to celebrate the New Year. They say everything: "new clothes, lucky money, delicious food, putting up couplets." As a result, the enthusiasm of my classmates surprised me. When students are fully active in thinking, I ask them to make or draw your favorite new year's goods with plasticine, waste materials and watercolor pens. Students have high interest and enthusiasm, so many innovative works will not appear. Many students keep introducing their works to their classmates and telling each other how good their works are. Visible students' interest in learning has reached * * *.

Thirdly, cultivate emotion and arouse students' initiative.

A small art class is permeated with the deep affection and care of the art teacher for the students. Art teachers both teach and educate people in class, just like great mothers. Teaching activity is a process of emotional interaction, not a mechanical process between teachers and students, but a process of emotional communication, full of strong emotional color. A classroom without feelings is a failed classroom, and feelings are two-sided, which requires students to have feelings. Teachers should first have rich feelings, be full of deep love for students, understand students, respect students and care about them.

Emotion is also a powerful driving force for students to learn. It can make people think actively, make people persistent and enterprising, arouse students' positive emotions in class, and is conducive to learning enthusiasm, initiative and creativity, developing students' potential and promoting intellectual development.

To learn actively, babanski, an educator in the former Soviet Union, pointed out that only with the active interaction between teachers and students can a complete teaching process be produced.

Fourth, cultivate creativity and imagination.

Junior students don't know what to draw when drawing, just like a big steamed bun. At this time, you should never tell students how to draw anything, but tell them that everything is beautiful and let them draw whatever they like. It is not necessary to draw sketches and sketches well in primary school, but to cultivate their imagination and creativity.

In the process of art teaching, primary school students' painting creation is very important, which can cultivate students' imagination and creativity and develop their intellectual pioneering thinking.

In junior high school art teaching, it is difficult for primary school students to imagine and create pictures full of their own ideas, which is the result of their long-term imitation. Writing is stylized and thinking is stylized. Instead of observing and imagining the pictures created by yourself, it is the result of brainless memory. Therefore, in view of this situation, we should use our brains to let students think and imagine, such as demonstrating painting through projection video, sketching outside, and compiling the steps of painting into nursery rhymes, which are lively and easy to remember. Mobilize primary school students' interest and enthusiasm in painting, make them express what they want to reflect consciously and actively, let students feel free, stimulate their creative desire, praise their works in time and enhance their creative confidence. For example, in the teaching of "Ancient Castle", we are mainly required to skillfully use the waste materials around us to make castles. I not only show my demonstration works, but also show students the finished products made from waste coke bottles, which can activate their thinking, broaden their thinking and expand their imagination. Then, students can finish their own works and put them on the booth for everyone to watch. In this way, students can make serious and active works with diverse forms, novel contents and great creativity.

Fifth, multiple evaluation, so that students can develop better.

In primary school art class, don't be stingy with your praise, because your praise and your words can shape a painter and a genius. Praise can be expressed by words, a look and a little gesture. Encouraging students is not only material, but also spiritual affirmation and reward.

When evaluating students' art works, we should pay attention to the way. With the continuous updating of teaching concepts and the implementation of curriculum reform, teacher evaluation should also be reformed. Evaluation should be timely, although not stingy, but not excessive, otherwise the effect will be counterproductive.

First of all, the evaluation should be multifaceted. Teachers should believe that every student has a bright spot and something extraordinary. Teachers should actively be good at discovering the bright spots in each student's works, affirm them, and encourage and stimulate students' interest in learning. Secondly, the evaluation language should be rich. Because students have rich imagination, we should make an appropriate evaluation when evaluating students' works. Pupils want to be praised by teachers for their hard-drawn works. Therefore, teachers should make a reasonable evaluation. Remember to use language that discourages students' enthusiasm. Teachers should affirm the merits of the work, strengthen their confidence, and then ask students for advice in a consultative tone. How to correct the bad places will be better and more perfect. Because every work is different and has its own advantages, teachers should be witty and random in evaluating language, and use inspiring language, such as: "If you paint the background color, your painting will be better", "If the object is painted bigger, it will be more beautiful", "If the color is brighter, it will be better" and "If you continue to work hard, the teacher will know that you can do it", which will help students improve.

In addition, art and music, art and human landscape are also closely related, which shows how important a good art class is.

Although art class is not as important as mathematics, Chinese and foreign languages, as long as the art teacher cares and feels attentively, the classroom teaching of art class in primary schools is ever-changing and the teaching methods are flexible and diverse. As long as teachers devote themselves wholeheartedly to the teaching process, and achieve teacher-student affection, diligence and vividness, they will still have their own blue sky and will certainly cultivate a large number of qualified talents.

⑶ What courses do fine arts education majors study?

Main courses: art and education.

Main courses: Chinese and foreign art history, introduction to art, middle school art teaching method, sketch, color, Chinese painting, oil painting, art design foundation and other courses.

In addition to specialized courses, there are of course compulsory courses such as Chinese (some schools call it Mandarin), college English, ideological and political moral cultivation, an introduction to the basic principles of Marxism, an outline of China's modern history, and career planning.

(3) Extended reading of art education curriculum introduction:

1, practical teaching link of art education specialty

Basic theory of art, basic sketch, color sketch, color composition, pedagogy, educational psychology, music teaching materials and methods in primary and secondary schools, music teaching research in primary and secondary schools, modern educational technology, social investigation, teaching practice, graduation practice, etc. , as well as the main characteristic courses and practical links of each school.

2. Training objectives of art education major.

Cultivate primary and secondary school art teachers who master the basic theory and knowledge of art education, have strong art painting skills and techniques, and can engage in art teaching, organize extracurricular activities and competitions in primary and secondary schools.

3. The core competitiveness of art education.

Understand the basic theories, principles and policies of education, master the skills of fine arts painting and the technical ability to organize teaching activities.