The development of children's painting has gone through the following stages: 1. Graffiti period (1.5 -4 years old) 2. Symbolic period (4 -5 years old) 3. Conceptualization period (5 -8 years old) 4. The characteristics of children's paintings in the realistic period (8-15 years old) are as follows: 1. Graffiti period (1. The direction of the line is determined by the swinging back and forth of the whole arm, which is often smeared outside the paper. During the period of graffiti control (2-3 years old), children's movements gradually coordinate due to contact and physiological development. Children can draw some repetitive lines on the paper. Hand wrist movements are more flexible than before, and children's graffiti can be controlled on the whole paper. During the period of naming graffiti (3-3.5 years old), I began to realize the connection between the drawn lines and the physical objects or my own experiences, and had obvious expression intentions. When doodling, I explain to myself what I draw. At the end of this stage, simple hieroglyphics gradually formed and moved towards the next stage of development. Second, the symbolic period (3.5 -5 years old) modeling: children often use painted images to express their intentions, but these images are not directly related to things. Just use simple geometric figures and line combinations instead of physical objects, only with the most basic part of things, without a sense of integrity. Color: the ability to distinguish has been improved, and I have my own preference for color, which usually shows that I like high purity, bright and bright primary colors. Draw objects with your favorite colors. I began to pay attention to choosing the corresponding color according to the inherent color of things. It's messy, disorderly and uneven when dyeing. Composition: Arranging objects on the screen in a random and accidental way. Draw each object and each person as a separate image, regardless of the size ratio of the objects. But it has begun to try to express the spatial relationship of objects. Third, the design period (5 -7 years old) modeling: children like to use lines to describe the outline of the object image, use smoother lines to express the overall image of the object, try to integrate the parts, and also use some details to express the basic characteristics of the object. Its structure is reasonable, and the relationship between each part is basically correct. Color: children's understanding of color is becoming more and more refined and perfect. Pay attention to coloring according to the inherent color of objects, and their ability to express their emotions with colors has been obviously improved. When coloring, they can not only draw evenly, but also draw no outline. Composition: I began to pay attention to the size ratio of objects, but I still couldn't control it. Sometimes the impressive things are exaggerated. There is a certain relationship between images and images, which can basically reflect the theme. According to this feature, combined with the actual teaching practice, I have made the following explorations and attempts: First, the content has changed from focusing on technical training to cultivating students' sound and good artistic quality. Children's art works are not just the completion of a painting in a pure sense. They are naive, naive and romantic, which we adults can't reach. I have always paid attention to the application of "teaching without distinction" in classroom teaching. I think "don't teach" in "teaching without teaching" means that you don't use technical skills to standardize him too early. "Teaching" is to inspire him, guide him and cultivate students' good art habits. In the teaching of "Color Lines and Color Points" in the art class of Grade One, I divided several pages on the blackboard, and asked students to draw "color lines" and "color points" with their favorite colors. As a result, every student painted beautifully, and some of them looked like landscape paintings; Others are like a small forest ... This not only highlights students' subjective initiative, but also improves students' ability to grasp and feel "point", "line" and "color". At the same time, it is different to inspire students to draw lines and color blocks. The method of holding pens and the good habit of using colors (don't spread colored pens on the table at once, and take them back one by one after use), and it is better to use less rubber than rulers. Focusing on the overall situation, writing in small places will not only play a very important role in cultivating students' good art habits and sound artistic quality, but also play a great role in students' good living habits and behavior habits. Second, the method has changed from focusing on imitation ability training to cultivating students' rich imagination and creative thinking. In traditional art teaching, the main content is "looking at pictures" or "showing pictures", and in the end everyone is "the same". The true meaning of art teaching is basically not fully reflected, and students' little inspiration gradually disappears in "copying". Of course, copying ability is necessary as a part of basic art education, but in the primary school stage, even if it is coming soon, it is best to present a unique personality. Third, correctly evaluate children's paintings, from focusing on results to focusing on art education. A lady once questioned a woman painted by Matisse, a great French painter, and thought that the arms in the painting were out of proportion. Matisse replied, "Madam, what you see is not a woman, but a painting." This lady thinks painting is real, but Matisse tells the true meaning of painting. For children, the consistent attitude of the education department is to adhere to positive guidance and treat children with a developmental perspective. So the evaluation should be positive, not negative. On the other hand, painting itself is a beneficial thing. Besides itself, it can also cultivate and train students' observation ability, thinking ability, imagination and creativity, develop many non-intellectual factors and exercise the flexibility of fingers. Therefore, there must be something in the painting, but there is something here and there, and there is more and less. From this perspective, the evaluation should also be positive. In a word, only by knowing how to respect children's personality development, fully understanding children's growth characteristics, and updating our educational philosophy with the new trend of curriculum reform can primary art education develop faster and improve more.