Children are lively by nature, and there is a spirit that newborn calves are not afraid of tigers, but children's initiative is cultivated, and many habits are formed under the correct guidance of teachers. It is an important way to improve children's self-confidence and develop good habits to cultivate primary school students' hands-on operation ability in art activities. In teaching practice, according to the different interests and basic level of primary school students, it is of great benefit to provide different operating materials for different people, make good use of encouragement and arrange the study and activity time of primary school students reasonably, which will enhance children's self-confidence and coordination ability, develop children's brain thinking and give play to their imagination. In several years of experience and exploration, it has indeed received great results, children are more lively and lovely, and their ability has been greatly improved.

2 1 century, the central theme of primary education has changed from the traditional "learning knowledge" to "learning to learn". What children need is independence, autonomy, self-confidence and the ability to find and solve problems. Art activity is a highly operational activity, which is not only deeply loved by primary school students, but also one of the important forms of activity to develop their creative potential. Therefore, as a primary school teacher, children's art education should not be simply understood as teaching children to "learn to draw". According to the age and psychological characteristics of primary school students, it should be used appropriately to create a lively, relaxed and happy atmosphere and scene. In the process of children's hands-on operation, it is not to give rational knowledge, but to really liberate children's hands, let their imagination fly, and provide suitable hands-on opportunities for children of different ages in time. On this basis,

First, design a reasonable "lead-in" to stimulate children's interest in learning.

Interest is the internal motivation to promote primary school students' learning. Creating an interesting classroom learning environment can attract primary school students to actively participate in the learning process and actively learn art activities. Art activities are in line with children's thinking characteristics, combining colors and shapes, and are deeply loved by primary school students. However, in the teaching activities of art activities, if the "lead-in" is unremarkable, primary school students will not be interested, so that primary school students are in a passive position in the whole art teaching activities, rather than actively learning. Therefore, we must design the "lead-in" link in teaching activities, so as to effectively mobilize the interest and enthusiasm of primary school students. For example, in the "Umbrella" theme activity, I want to teach primary school students to design beautiful umbrellas. I introduced them in the form of a story: the little monkey invited his friends to play on his birthday, but it rained heavily, and all the small animals went to his house with beautiful umbrellas. . . . . . Then show the children the umbrellas made by small animals (umbrellas prepared in advance), and guide them to appreciate and observe the colors and shapes of umbrellas. Then say that our school will hold an umbrella design competition to see who designs the most beautiful and give him small red flowers, which will arouse the enthusiasm of primary school students. Each of them designed a beautiful umbrella, and they were very happy to see their works displayed.

Second, according to the different development levels of different primary school students, different homework materials are put in for children to choose, so as to promote the improvement of each primary school student on the original basis. [elf children's website]

Primary school students like to play, and hands-on operation is an important way for children to learn and develop. In practice, I create an operational environment for primary school students, and at the same time, according to the different development levels of primary school students, I put in different levels of operational materials to cultivate their hands-on coordination ability. In such an environment, primary school students can carry out art operation activities in their own way according to their own level and hobbies, and then the teacher guides the children to make bold operations and attempts at their original level. For example, in art activities, children with strong ability can choose more complex materials according to their own needs; For children with weak ability, teachers should guide primary school students to choose simple materials that suit them. During the art activity "New Year Card", I provided small pieces of colored paper, beautiful patterns, scissors, paste, watercolor pens and white cards for primary school students. After listening to the teacher's request, let the pupils choose their favorite materials to operate, paste or draw beautiful pictures together, and make a New Year card for their favorite people. Pupils began to choose their favorite materials to make cards according to their own wishes. They talked excitedly while doing it. Some are pasted fish, some are pasted flowers, some are houses and dolls, some are painted pandas, and some are. When children appreciate each other with their own cards, their hearts are filled with the joy of success.

Third, make good use of encouraging and inspiring language to enhance the self-confidence of primary school students, lay a good psychological foundation for their development, and urge them to make bold attempts.

Self-confidence is a catalyst for children's growth, and self-confidence plays a fundamental supporting role in all aspects of a person's development. A person who lacks self-confidence lacks the initiative and enthusiasm of developing various abilities, so it is difficult to experience the joy of success and grow up slowly. Therefore, art education should be based on cultivating children's self-confidence, so as to further stimulate children's creative desire. When children encounter difficulties, teachers should help them build up the courage and self-confidence to overcome them and believe in their own abilities. Driven by this self-confidence, children's potential will be fully developed and their practical ability will be improved accordingly. When a pupil finishes creating a work, his pride is beyond words. He hopes to share his joy with others and get recognition from teachers and peers. At this time, teachers should evaluate children's works with encouraging tone and appreciative eyes, and strive to find the advantages of children. For example, "look, it's really well painted!" "What a beautiful color!" "You are good at thinking" and so on. Children naturally feel the joy of success in such words and the love of teachers. Gradually, they don't want to draw any more, and they don't dare to draw any more, and they don't dare to show their works to their teachers.

Fourth, seize the day's activity time of primary school students, and constantly strengthen their hands-on and brain skills.

Pupils need to use various tools and learn some simple skills in art education. In integration activities, children are often taught to do manual work. There are prepared materials in the book, and you can make things by tearing them off along the outline. At first, I encouraged the children to tear it together, but some children were in a hurry and tore it at once. We didn't rush to help them, and we didn't blame any children. Instead, he patiently took transparent glue or double-sided tape to mend it and whispered to him, "Slow down." Gradually, their little hands became capable and rarely tore paper. In daily activities, we teach children how to use scissors correctly, let primary school students learn to use common tools such as pasting and double-sided tape, and master basic skills under the guidance of teachers. But primary school students have activities all day, how can they have more time for art operation activities? After consulting with the teachers in this class, I provided the primary school students with white paper and colored paper in the second class, allowing them to draw, fold and tear freely, and let them fiddle with, try and discover by themselves, thus unconsciously improving their hands-on operation ability.

As the saying goes, it is better to teach people to fish than to teach them to fish. The memory of knowledge is short-lived, and the mastery of methods is long-term. Knowledge benefits students for a while, and methods will benefit primary school students for life. I think as long as we persist in doing this and constantly cultivate the practical ability of primary school students in daily life, our children will have a good development in art education, create new things, new methods and new ideas in the future development, constantly enrich their inner spiritual world and create a new life course.