No matter in school or in society, you must have read many essays written by others, right Essays are a popular style in the past, with clever, graceful and satirical language. Want to see what kind of composition everyone is writing? The following is my essay on the teaching of art teachers in primary schools. Welcome to share.
Teaching Essay of Art Teachers in Primary Schools 1 American children draw apples, teachers bring a basket and students take a picture; Japanese children draw, and the teacher holds up a fresh fruit for the children to enjoy and then draw; Children in China draw apples, and the teacher draws one first, telling them to draw left first and then right, red here and green there. The result is that the apples written by children in China are most like apples, while those written by Japanese children are like pears, while those written by American children are like pumpkins or gourds.
Western developed countries pay attention to the development of intelligence and the cultivation of ability, let children participate in everything, let them observe, experience, analyze, draw conclusions and then put them into practice. Although it was painted like a pear for the first time, it can be close to reality for the second time and the third time. In China, we educate our children because we are afraid to explain in detail. The picture is full of the teacher's observation, analysis and conclusion, but few children participate, ponder and think, lack imagination and creativity, and have no enthusiasm for painting. Although we can see and draw apples on the blackboard, we can't do anything without the blackboard!
For another example, children who have just come out of kindergarten all draw the same picture in the story, such as "the tortoise and the rabbit race" and draw a sculpture of flowers, grass and animals. , and illustrate conceptual and simplified graphics with examples, imitating pictures in books such as stick figures. This well-trained "painting" technique will undoubtedly make children lose their imagination and self-reliance and give it to them prematurely.
Essays on the teaching of art teachers in primary schools II. Should the teacher demonstrate in art class? Some teachers think that students have strong imitation ability. After the teacher demonstrates, students will not take the initiative to think and explore. When drawing and making, they will copy the teacher's model, and the whole class is the same. Some teachers think that demonstrations should be made to broaden students' thinking and help them create their own works. In my opinion, the teacher's demonstration is necessary, but it should be reasonable and moderate.
First of all, the biggest feature of art class is intuition. And demonstration is the most direct embodiment of this. Appropriate and timely demonstration can stimulate students' interest in learning. Although there are some artists' works and students' homework in the textbook, after all, the layout is limited and the number is small. The teacher demonstrated on the spot, and the students' interest was particularly high, which made them learn art skills more intuitively.
Although the current art class emphasizes the standard of the course, it does not emphasize the technique, but the basic skills of art still need to be learned. For example, Chinese painting, without demonstration, students will not understand what is a center, what is a winger, what is an axe chop and what is a lotus leaf chop. These technical terms are hard to make clear by language alone. Teaching demonstration is different, it is very intuitive and clear, with the characteristics of process presentation, strong intimacy and easy acceptance, which can promote students' interest in learning. In the process of demonstration, teachers should communicate and talk with students, encourage students to be bold and innovative, and express themselves on the basis of understanding and reference.
Secondly, the purpose of teacher's demonstration is to guide and help students solve the difficulties in production performance, rather than providing standard answers and conclusions. Students should be inspired to draw inferences from others and give their own ideas. So try to be "lively" and "precise" when demonstrating, and only demonstrate representative places, not all places, otherwise students will become imitators.
Third, demonstration should have both positive and negative aspects. In art class, comparison is a very practical teaching method, and it is more intuitive to give positive and negative examples when demonstrating. For example, when teaching perspective in painting, teachers can not only show correct perspective model paintings, but also show some wrong perspective legends. In contrast, it is easier for students to master perspective knowledge, avoid mistakes and take fewer detours.
Fourth, teachers' demonstration should be "moderate" and students should not be dependent. The presentation should be "less" and "precise", enough is enough, and students should be left with space for independent thinking and practice. Fully demonstrate the technology, difficulties and difficulties; Problems in homework should be individually counseled, and students' homework should not be directly used for reference; Modify the presentation in time, not too much. The key is to let students master the method.
Art is visual art, and art teaching is inseparable from demonstration. Under the new curriculum concept, the demonstration in art teaching should also keep pace with the times. As an art teacher, we should actively explore demonstration methods and show the charm of art.
The argument "Essays on Teaching of Art Teachers in Primary Schools 3" should have come to my mind recently under the guidance of art interest groups, and my idea was supported by the art teaching and research activities in the district on April 24.
Starting from He Laoshi's "Our Primary School Life" classroom teaching, He Laoshi asked students to recall the bits and pieces of primary school life, let them try to describe it with lines, and constantly reminded students to gradually improve their works by appreciating examples, thus enriching the picture and completing unforgettable moments. In fact, this is a guiding process of artistic creation, step by step in-depth improvement, and gradually improve the work. The highlight of this lesson may not be the teaching process, but the collective effect of the final picture book display. Not to mention that He Laoshi lacks some concrete and personal constructive suggestions in the teaching process, we simply say that this process is correct, especially this process is exactly what we should try to do in actual teaching. If done well, students will not only experience the completion of a work, but also experience the whole process of success.
This is not reflected in one or two art classes, but this class is actually a big unit class. Many art teachers have tried to let students complete a picture book for at least one month in the form of individuals or cooperation. Only in this way can we ensure that the picture book is not only a form, but also a full and rich picture. This is a long process. This process is often needed in art teaching.
I thought of a problem when I was scraping ink painting in the second grade. Let the child paint the color hard, and the child can finally shave, but he is impatient, and it will be shaved once or twice! This makes me very angry. How come I have no patience at all! Later, it was discovered that they didn't know whether to continue. So I tried to choose a few works with different problems. First, I photographed the original appearance, and then I helped them to make some changes, trying to keep the naive side of the second-grade children, and then I photographed the modified works, making the same pictures before and after the works for children to compare. As a result, the effect is very good. Each child can tell what has been added and what the effect is different, and then return other children's works to them, encourage them to continue to revise and give each other suggestions for improvement. Children like this way to help them complete their works because they will feel unexpected joy when they see their works become "beautiful" and rich in the process of continuous improvement.
It is not difficult to see the gradual process of artistic creation in later project reports, especially the research results of butterfly effect mentioned by teacher Huang. The organization of activities, personal creation and the final perfect display have all paid the hard work of students and teachers.
Art is like this. Use your life story to turn a silent pen and paper into a painting. The people who create it are lifelike, and everyone has the opportunity to experience their own life and creative process. This is the most precious wealth that others who appreciate a complete work will never experience, and it is also the reason why we are willing to pay without regrets.
It's really not that easy for an art teacher in a primary school to have a good art class. Careful preparation before class, scene creation, link arrangement, personality counseling, and diversified evaluation and reflection after class are all indispensable, all of which require art teachers to work hard to think and scrutinize.
First, the preparation before art class is not only the preparation of tangible classroom resources, but also the teacher's various knowledge and profound cultural heritage. It depends on the teacher's long-term accumulation.
Second, art classroom teaching
Classroom teaching is the key point, and many problems deserve further discussion.
Here I want to say a question that I have been thinking about:
The contradiction between the organization of classroom teaching and the disorder that may occur when guiding children to create freely.
The organization of classroom teaching is the guarantee of good class, which is recognized by most teachers. But some types of art classes often don't need children to do their homework well, such as some manual classes, which need the cooperation of several children. When children are together, it is inevitable that they will express their opinions, and they will not be restrained like adults, which will inevitably lead to poor discipline. In order to better arouse children's enthusiasm, some painting classes have added lively forms such as games and dances, and the class will also appear messy. The problem is that such formal "chaos" is not ineffective. Foreign teachers don't need children to sit up straight in art class. They give them enough space to create, draw on the table, and "doodle".
Mr. Schell of Nuremberg Diu Lei Middle School once said that in Diu Lei Middle School, students can listen to songs, draw pictures and listen to their favorite music with headphones. I think this is definitely forbidden in China. The school requires the classroom to be orderly, but neatness often obliterates children's personality and limits their creativity. How to do it? This requires teachers to organize teaching freely, without indulgence or repression. For example, open teaching content can be adopted. Teachers can guide students to go to nature and society, devote themselves to colorful off-campus life, take parks, fields and villages as big classrooms for learning art, learn art in nature and feel the red, yellow and blue in life. For example, in handicraft class, students might as well fly kites, play with small windmills in the wind and practice hanging ornaments with the colors made. Window grilles beautify the surrounding environment; Combined with painting class, we can organize a small classroom art exhibition, organize students to visit and give speeches, and subtly cultivate students' ability to combine active learning with student life.
Third, the evaluation of art homework.
Sometimes when adults look at children's paintings, they often shake their heads and say, "What is it? What a mess! " As we all know, children's painting is expensive in chaos, natural childlike innocence, romantic innocence, distinctive personality and rich imagination. Some children like colors, while others like to draw with lines. Other children only like to draw abstract shapes. Therefore, there should be multiple standards for the correction and evaluation of children's paintings, and we should be good at discovering the shining things in children's paintings.
The above is my personal experience. I still have many shortcomings in arousing their feelings about life through art teaching activities, guiding them to express their inner feelings with basic art forms, cultivating sentiment, improving aesthetic ability and achieving the integration of understanding, operation, emotion and creation. In the future teaching process, I will constantly improve my art quality, improve teaching methods and have a good art class. Let students master certain basic knowledge of painting, basic skills and techniques, cultivate students' observation ability, thinking ability, composition ability, discrimination and color matching ability, and strive to create a relaxed and interesting learning environment and atmosphere for students, eliminate psychological obstacles in students' hearts, and make students feel that learning is not a burden, but a kind of enjoyment and entertainment.
Essays on the teaching of art teachers in primary schools 5. The age characteristics of primary school students are an important factor in art teaching in primary schools. In the whole primary school teaching stage, students' interest is not stable enough at this time, and their cognitive interest is manifested in a certain situation. Only by mastering the age characteristics of students can we understand that primary school students have different interests because of the disparity in perception, consciousness, understanding and ability. Junior students are active in answering questions in class, but their consciousness is weak. Senior students have a certain degree of consciousness.
In teaching practice, I deeply realized that students of different grades have different cognitive abilities, so we should put forward corresponding requirements according to their age characteristics. In the teaching of fine arts painting, those interesting and vivid images are one of the important reasons that arouse students' direct interest and the main images that promote students' thinking in images. It is ineffective for students to draw only by simple memories in their minds. In daily art teaching, I pay special attention to guiding students to observe purposefully, such as shape, color, structure and posture. And pay attention to make students use a variety of senses in observation to better understand objective things. In terms of color, look at the subjective image. Therefore, when guiding children to observe and point out their observation tasks, let them observe shapes first, and then consider coloring when drawing shapes on paper. The improvement of observation ability lies in exercise, and the observation ability will naturally improve if you often observe consciously and purposefully. As the saying goes: smart and handy, smart and handy, which shows that skills are closely related to perception, observation, memory and thinking.
If junior students want to actively carry out art activities, they should mobilize their subjective initiative in study and practice. Their enthusiasm is driven by interest. Strong interest is bound to be diligent, and the ability to express will naturally improve, which will also drive interest to increase and form a virtuous circle. Of course, to cultivate pupils' painting performance ability, we should not rush to teach, but should teach according to their age and psychological characteristics. Just like a seedling, the secret of making this tree taller than other trees is that every age should have experience and common sense, and every age should complete the normal development of annual rings, and then continue from the next one.
As a primary school art teacher, I try my best to create conditions for students to be interested in classes. Use lead-in language (such as making up stories, making up children's songs, guessing riddles, playing games, competitions, etc.) to attract students' attention, arouse their high emotions and strong desire for painting, and be influenced by beauty. How to let students plug in the wings of imagination and create newer and more exotic paintings? As a full-time art teacher, I try my best to provide them with rich image resources. Encourage and guide students' imagination in teaching, use vivid voices and feelings, set up situations and other means to stimulate students to open up a broad imagination thinking space.
Teaching Essay of Art Teachers in Primary Schools 6 Today, I read an article about copying teaching in children art, which is very enlightening. In the teaching of lower grades and interest classes, I often let my children copy works. Although I know that copying will limit children's imagination to a certain extent, it is also hindered by what I got when I was still painting. For example, copying more can improve my eyesight, feel the difference in shape and color between things after artistic processing and real life, and juniors know the beauty of lines. This paper emphasizes the necessity of copying teaching, but also pays attention to the teaching methods. There are several aspects I can learn from.
First of all, the combination of copying and sketching. The author suggests that after copying, children should be guided to observe similar themes, and the existing objects should be reflected through memory, so that the knowledge they have learned can truly belong to children. From this point of view, it is not a good idea to choose timely content replication in our usual teaching. In addition, unlike plagiarism, it is also worth correcting. In the last teaching of art interest class, students' lines were not smooth and bold enough, so I set up more line drawings to ask students to improve their modeling ability as much as possible. Now that I think about it, it was thoughtless of me to do so, so students should pay attention to learning painting, rather than drawing "shape". Now learning is just a way for children to get in touch with mature painting forms It seems that copying teaching has a lot of knowledge. We should also strengthen our study ourselves.
On the first day of school, the students in 1 class and Class 4 gave me the overall feeling that the class discipline was good, but the overall performance was not positive enough. Only five students in the class raised their hands to speak (1 class and class 4, a total of 47 students, only 9.2% students raised their hands voluntarily), and I answered more questions by name. I think there are three reasons why students are not active enough:
First, because of the first day of class, students have not adapted to the learning style of junior high school.
One week before the start of school, the school specially organizes students to watch videos and hold lectures to cultivate students' life behavior and study habits, but we know that it takes some time to form habits. Although the class was divided into eight study groups, when I asked questions for group discussion, there was no scene of heated discussion that I wanted to see in the class. [Here's an explanation: our school refers to the concept of new curriculum reform, learns Dukou teaching mode, and combines its own school-running characteristics to carry out teaching reform experiments in the first grade. In the form of learning, the study method of group cooperation is adopted, and each class is divided into 6 to 8 groups with 6 people in each group (due to the number of people, there are 5 or 7 people in individual groups, not more than 8 people). 〕
Second, the art class is in the afternoon, and the students are already very tired.
The school schedule is: arrive at school at 6: 40 in the morning for early reading, and the class time is 7:30- 1 1:20. There are four classes in the morning, the first class is 45 minutes, and there are two 10-minute recess activities, a 25-minute recess exercise and a 5-minute eye exercise. In the afternoon 1 1: 20 to 1: 30, before the first class, students should study all the time except 1 hour for lunch and nap. For the developing junior one students, this kind of learning intensity is definitely not small, so compared with the morning class, the afternoon class will definitely have little effect on teaching (I think many teachers feel this way).
Third, the preparation before class is not perfect enough to stimulate students' interest in learning.
Although I took this appreciation class last year, I have related teaching plans and courseware. But I still made serious preparations: I checked the learning objectives in the field of "Appreciation and Comment" in the new curriculum standard, and read articles such as "How to Appreciate Art Better". Combined with last year's lesson plans and courseware, I redesigned them to arouse students' interest in learning. At noon, I copied the courseware to the computer in the art classroom, but there was no class in the afternoon. Another art teacher (my wife) called me and said that the computer in the third-grade classroom where she was supposed to attend classes suddenly broke down. She was going to attend classes in the art classroom, so I had to attend classes in the classroom. In fact, there are two art classrooms in the school, but only one of them has multimedia equipment. Considering that students will recycle art textbooks this semester, I applied to the school to install multimedia in another art classroom before the school started, but it was installed yesterday. There is still a classroom that has not been cleaned for a long time, and you can't go to class until it is cleaned.
Based on the above reasons, I can only temporarily change my plan to attend classes in 1 class and class 4, but I have lost the rhythm of class and can't stimulate students' interest in learning well, which greatly affects their enthusiasm for learning.
Comments: Of course, my feeling about Class One and Class Four in Senior High School is only a perceptual judgment of a class, and it will take a long time to judge whether this feeling is accurate or not. Also, I need to interview the head teacher and other teachers of Class 1-4 and listen to their feelings about Class 1-4, so as to make a certain evaluation.
Elementary school art teacher's teaching essay 8 Wednesday noon cleaning, when I clean the glass above the window, because it is too high, I have to put two tables and a small chair to get it. I was scared, standing on a small chair with wings, and my heart was shaking.
"Teacher, be careful!" Suddenly a child whispered, and then the whole class said, "teacher, be careful!" " "And a few children came running to help me put the table under my head:" Teacher, don't be afraid, we will help you with it. "My in the mind a thrill, the in the mind suddenly much more relaxed.
How naive these children are! I must cherish their feelings and care for them with love ten times and one hundred times, so that they can grow up happily and healthily.
Several children in our class have a bad habit of taking a nap. When they can't sleep or sleep well, I will patiently guide them to sleep. Under my patient persuasion, if there are still people who can't sleep, I often say something to scare them. Such as; I will say to them, "You can't sleep while the children are sleeping. When the child gets up, you can't sleep and continue to sleep. " I don't know how many times I have said it, but I have never carried it out.
During my nap yesterday, I told my children in advance that I would close my eyes and fall asleep soon after I lay down. Many children fell asleep quickly according to my instructions. However, Vivian and Zhen Zhen can't sleep. They influence each other. I went over and said hello several times, but it still didn't work. I used the old tune, "You two can't sleep now. Don't get up when the children get up. Go back to sleep." Who knows that after the wake-up bell rang, they still didn't take what I said seriously and began to dress like other children.
Seeing this situation, I think it seems impossible not to carry out this sentence, so I went over to them seriously and said, "You two don't have to get dressed, stay and sleep." I saw them both. You look at me, and I look at you. In desperation, they said to me with tears: "Teacher, let's get up!" " We must have a good sleep tomorrow. "At this time, the children in the class are watching them. I will seize this opportunity and tell the children in the class that no one can sleep well in the future. Like them, the children almost said in unison, "teacher, I want to have a good sleep." "Sure enough, in today's nap, the children performed better. From this little incident, we can see that our teacher, no matter how young, should match his words with his deeds, otherwise, what we say will not work.