First, the creation of an aesthetic atmosphere
Regional activities are an effective extension of concentrated educational activities, which is convenient for teachers to guide children in the form of groups and individuals and respect their individual differences. In order to give full play to the function of the art district, teachers should create a suitable environment for the art district. Environment has a strong suggestive effect on human behavior, which can guide the connotation and direction of behavior. The field of art design should pay attention to a free, quiet and rich atmosphere. In this atmosphere, children will naturally concentrate on creative activities. It is pointed out in the outline that children communicate with the environment all the time, and the environment is the resource for children's development, and children can only develop through interaction with the environment. The wall decoration of the art district plays an irreplaceable role in accomplishing the theme goal. Theme wall decoration can attract children's attention, arouse children's thinking, and thus generate interest in exploration and creation.
The most important thing in the art district is to create a free, happy and harmonious democratic atmosphere for children, so that they can learn and create in free games, so as to freely express themselves and develop themselves. First of all, it is best to choose a place near the window platform and water source, which is convenient for children to take water and change water freely during activities. More importantly, it is good for lighting and protecting children's eyesight. In a conditional classroom, we should also consider its spatial position, which should be conducive to children's individual activities, free combination activities, small adjustments and group activities. Secondly, in addition to setting up tools and material cabinets, there should be a wall drawing board at a certain position for two or more children to freely combine and carry out various pasting or painting activities, which provides favorable conditions for cultivating children's social communication ability in aesthetic education in the spatial environment. For example, in the theme activity of "We Love Putian", my children and I studied the wall layout of the art district together. Xinxin said, "We eat a lot here. We can decorate the art district into a food street and hang all kinds of delicious food. " That's a good idea. Xinxin's idea inspired me. Therefore, I introduced the audio-visual media into the classroom and designed a modern art teaching atmosphere suitable for the teaching content and children's psychology, so that children can happily and actively acquire art knowledge in various activities such as watching, listening, speaking and playing, and even children with weak abilities at ordinary times have increased their enthusiasm. The success of this activity tells us that creating a purposeful and attractive environment for children will open the door for children to gain the motivation to create and play. The creation of regional wall decoration also needs to pay attention to the development and change of children's interests, and it should be gradually enriched with the natural development and deepening of each theme activity, which requires the wall decoration to be flexible. If the content of wall decoration is fixed for a long time, it will affect the development of children's imagination and reduce the opportunities for children to operate and interact with the surrounding environment.
Second, the launch of activity materials
Piaget's cognitive theory holds that children develop in the interaction with the environment. Only by creating a good material environment can we reflect children's independent activities and promote the development of children's creative ability to a greater extent. Art design area is one of the most popular activity areas for children, where children can use their hands and brains to develop their imagination and creativity. At the same time, for large class children, they like to experience the joy of success through their own activities. The activities in the art district can just meet the children's desire. There are much more materials in the art district than in other districts. You can use all kinds of items for operation activities to cultivate children's hands-on ability.
1, open the environment of the activity area, provide rich and varied open activity materials, and induce children to seek differences and create.
Children's creativity in seeking differences is inseparable from material materials, and only colorful and moderately difficult materials can guarantee the quality of children's activities. I attract children to collect materials together, because the materials collected by children themselves are more likely to trigger their creation. For example, the materials of large class children should be rich and varied, which can attract children to participate in activities more directly. Materials with bright colors, small size, easy folding and imaginative shapes are very popular with children. Children's creation is generally based on imitation, which is the change after the internalization of imitation experience. Being able to draw inferences from others on the basis of imitation is the characteristic of children's creation. For example, in the "Art District", I provided some glossy paper, ribbons and crepe paper. The teacher briefly introduced the play materials, and after demonstrating the semi-finished products, the children were free to create. After discovering that these materials can make the face beautiful, I am not satisfied. A large box of all-inclusive materials aroused the children's creative motivation. What else can they come up with to decorate their faces? After trying, they found all kinds of paper, wool, beans, seeds and so on. You can decorate your face with different effects. Abundant and suitable materials make children's full creative desire erupt, and the independently collected materials are placed in a fixed position, which is conducive to children's bold creative three-dimensional shaping activities and decorative activities of diversified materials. Between experience, materials and finished products, thinking, stimulated by the intuitive feeling of materials, moves towards the association with creative impulse, breeds flowers in the soil of experience, and the rich and diverse material environment becomes children's creative paradise.
2. When placing art materials in combination with the theme, due to the different levels of children's development, the activities are from shallow to deep.
Therefore, art materials should meet the needs of children at all levels and follow the principle of step by step, from easy to difficult, so as to be close to the theme and easy for all children to accept. Teachers should consciously adjust teaching materials in time according to the needs of children's activities, which will be a good support for effective activities. Teachers should give different levels of guidance to children of different levels. For example, in the activity of "Pu Xian Facebook", I first let my children have a preliminary understanding and understanding, and first try to understand the characteristics of Facebook in the form of painting: symmetry, bright colors, exaggeration and so on. To show the facial makeup that children like, and in this experience, I will upgrade to not using simple painting forms and let children create in various forms. Children can choose different materials to make according to their own interests and operational ability. If some children choose gouache, choose their favorite color for graffiti creation; Some children choose to use colored mud, and the five senses use bean paste; Others choose shoe boxes, wool, cardboard and so on. When children operate, they can choose suitable materials according to their own abilities and complete the production better in their own way. For example, after learning about children in children's regional activities, teachers can give the following guidance: children with strong ability (making Facebook as shown in the physical map) can freely make together after entering the area. Teachers should give priority to improving children's desire for expression, guide children to gradually learn to discuss making themes, negotiate division of labor and cooperation, how to distribute materials and tools, guide children to jointly design Facebook's facial features in an orderly manner, and discuss the composition, combination and layout of the picture to make it integrated. And encourage them to share the happiness, happiness and success of cooperation. Children with average ability (children who can imitate partially, but still have difficulties) can arrange free individual activities, encourage them to observe each other, inspire each other to learn, try boldly, practice repeatedly with reference to examples and pictures provided by teachers, and guide them to learn how to master the rules of Facebook, break through difficulties, draw different feelings of Facebook, and then decorate it. Children with weak ability (who can't imitate at all and have more difficulties) can organize group activities in the district to introduce how to observe and understand the physical map, guide them to learn step by step according to the map, and give more training guidance to the skills they have learned. The exhibition of children's works can inspire children, and at the same time, it can play an interactive role in promoting each other through the exhibition of works. In the art area, there is an exhibition corner, a wall for displaying works and an exhibition table for children to post their favorite works and enjoy each other. In addition to setting up children's activities, there are also teachers' examples, which not only help individual children with weak ability to create on the basis of imitating finished products, but also clearly guide children to design new items.
3. In order to make the art activity area more colorful and more attractive to children, I used some sensory auxiliary activities to intervene in art activities and promote the development of children's various abilities.
I put a tape recorder and some tapes in the activity area, some of which can distinguish the size, strength and size of the sound, so that children can distinguish the size, strength and so on by listening, and display them regularly in a certain pattern, such as drawing a watermelon with a loud voice and an apple with a low voice, and drawing a two-way continuous picture. There are also short stories that children are familiar with, such as time, place and people. Children draw pictures that match the story by listening to the recording. In this way, children can improve their ability to listen to sounds and understand languages in the process of painting. Others let children feel sour, sweet, bitter, spicy and salty through taste, and get what taste is sour and spicy through personal experience. For example, spicy taste can be a sense of explosion, which can be expressed by dotted lines; The taste of acid is a sense of contraction, which can be expressed by wavy lines. Children draw many strange patterns by tasting the taste, which improves their taste ability and fully develops their imagination and creativity. With the support of current information technology, it can not only effectively activate the static and planar graphic environment, making it more concrete, vivid and vivid, but also enable children to link relevant image information when interacting with the theme environment, help children to further interpret graphic materials, and make the interaction between children and the environment more full.
Third, it echoes the class curriculum.
1, the art area is an independent area, which can also reflect the teaching of teachers in other disciplines.
For example, when teaching children to know numbers, teachers can prepare some homework papers with digital outlines in the art area, so that children can draw or paste pieces of paper on the outlines. Teachers can prepare all kinds of leaves in the art area when guiding children to know leaves, so that children can creatively collage or rub leaves. While children know fans, they can also provide them with different materials such as sticks, paper and feathers, and make fans by themselves. For some children who are poor at drawing but have certain oral skills, ask them to tell some relevant knowledge they know, and ask teachers or parents to record it in words and display it on regional wall decorations. The wall decoration created in this way is rich in content, and its forms of expression can also involve art, health, science, society, language and other fields, and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles.
2. In the field of art, teachers should be good at capturing aesthetic opportunities in classroom courses and creating regional environment, so that environmental creation and classroom courses echo and support each other.
Teachers should attach importance to developing children's creativity and stimulate children's creativity. On the theme of the course, with the deepening of the content, children's knowledge about the theme is also constantly enriched. At this time, teachers should give them free space, let them boldly expand their imagination, give full play to their initiative, do what they want to do and play the games they want to play. In such an open environment, children's creative potential has been fully demonstrated. For example, one morning, I heard children talking about where the house was tall and beautiful, so we launched the generation activity of "My hometown tall building". Children's interest is high, some paintings are constructed, and some wastes are made. Children give full play to their creativity, and they always keep a keen interest. Every child has a chance to show off, and his creative talent is slowly emerging. His ability to use his imagination and brain has been well developed and his activities have been very successful. Some children are blind or unclear in the field of art. This requires teachers to give appropriate and scientific guidance to children's art activities from the theme of the course. For example, most children are happy to make things when they enter the area to play with colored mud, while Zhicheng's children are aimlessly pinching when they play. At this time, I asked him gently, "What do you want to do?" He shook his head, and I was related to the theme of the course, which inspired me: "We know so many delicious foods. What do you like best?" "I like to eat light food best. I pinch a few flat foods and take them to the doll house for the baby to eat later. " With a clear purpose, he began to concentrate on production. When commenting, he boldly introduced his production process and the use after production to his companions, which won the applause of the whole class. Therefore, teachers should give timely guidance in the game, watch more, observe more and interfere less with children's activities. Even if they want to participate in children's activities, they can't interfere with or change the theme of children's activities. The teacher only plays the role of a guide. When children encounter things that they can't solve in their activities, teachers should guide, help and instruct them in time, instead of rushing to provide answers to them. Cultivate children to know the similarities and differences of the same thing through observation. After a long period of practice, it will enhance the ability of generalization, analysis and synthesis, and provide a certain basic thinking ability for future study (since any new knowledge is based on certain old knowledge, it is easier to master new knowledge by looking for similarities and differences between old and new knowledge, and the ability of learning transfer will also be enhanced). Some children encounter difficulties in the operation process, and often don't want to draw or do it. At this time, I will encourage my children with positive language (for example, you will draw well, don't try again in another way, I will help you, and so on). ). This enhances the children's awareness of overcoming difficulties and the quality of doing things from beginning to end.
Einstein once said: "Interest is the best teacher". It is because of their interest in things that children can exert their extraordinary imagination and creativity in activities. Taking the art district as a pilot, this paper studies how to invest materials and guide, and organizes activities in the art district purposefully and in a planned way, which has indeed received good results. Our experience is that the creation of art design areas must be based on the semester and monthly goals of classes of this age, so as to put the materials in and listen to the guidance of teachers. At the same time, we also feel that the educational function of the activity area is very strong. If teachers can correctly grasp it, the activity area can really play other educational values. If the activity area can adjust the materials in order or continuously according to the goal, so that children have a sense of freshness, then they will be willing to explore new things. Through colorful regional art activities, I found that children love to ask questions, use their brains, dare to innovate, and their thinking ability, especially their creative thinking ability, has developed greatly. This shows that art regional activities are an effective way to cultivate children's creative ability. We should try our best to provide children with opportunities for free expression, encourage children to express their feelings, understanding and imagination boldly in different artistic forms, respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and expressions, and share the happiness they create.