First, the status quo of art classroom teaching in rural primary schools
1. Not paying enough attention to the subject status.
A few leaders and some teachers have outdated ideas and fail to realize the position and role of art education in society. They even think that art is only a subsidiary subject such as Chinese, mathematics and English, and they use art classes to learn and review the knowledge of other disciplines. In addition, art, as a recycling teaching material, was seriously damaged after being used by previous students, and the superior only equipped the teaching materials in proportion, resulting in uneven teaching materials, which could not guarantee the normal opening of art classes, let alone improve the quality of classroom teaching; Art class has not received due attention in the evaluation of education and teaching. For example, the workload of art teaching in some schools is only equivalent to 70% of the main subjects such as Chinese and mathematics, and the treatment of art teachers in professional title evaluation and evaluation is lower than that of other professional teachers. These are the main reasons why art teachers teach casually, which seriously restricts the development of art education in rural primary schools.
2. Shortage of full-time art teachers
Rural primary schools are limited by congenital conditions, and many schools cannot be equipped with full-time art teachers (some schools even have no full-time art teachers). Teachers in other disciplines, elderly teachers and even logistics personnel are all part-time, and the professional quality of teachers cannot be guaranteed. Part-time teachers' ability to control teaching materials is generally low, and their teaching level is correspondingly poor. Most of them have no professional study and training, no professional teachers to lead them, no research atmosphere, and willing teachers just cross the river by feeling the stones.
3. In-depth teaching materials and complicated teaching contents.
The content of the national unified textbook covers all aspects of art, such as sculpture (wood carving, stone carving), architecture, murals, natural landscapes and other forms of artistic expression. Many teaching contents are irrelevant, and some topics are difficult to start with. Unified textbooks restrict teachers' independent development of teaching content and can't meet the teaching requirements at all. Teachers have to put aside teaching materials properly and look for and explore artistic resources in their lives. At present, there are many forms of art teaching used in rural primary schools, such as paper-cutting, pencil drawing, crayon drawing, watercolor painting, leaf paste, tearing paper painting and so on. Sometimes these teaching objectives are unclear, the requirements are not high, the basic methods of modeling are not good, they often become a mere formality and become a game activity, and some students are very interested but not satisfied.
4. Lack of necessary teaching facilities
Some schools don't have special classrooms, even if there are special art classrooms, there is still a long way to go from the school standards of art teaching. There are only a few drawing boards in the classroom and only a few plaster models in the art cabinet. The necessary demonstration tools and materials commonly used by teachers are minimal. Multimedia teaching equipment is even less than satisfactory. Because there is no audio-visual teaching equipment, the teaching resources of art textbooks are not used, let alone teachers develop new modern teaching resources. The integration of information technology and subject teaching has become an empty talk. Even if there is, it is often used as a decoration and can't really play its role.
5. Students' painting tools and materials are not guaranteed.
Due to the parents' misunderstanding of art learning (65% parents don't support it, but don't ask questions) and some rural primary schools can't guarantee to offer art classes, parents' attention to art subjects is greatly reduced. Many students can't even equip themselves with basic art learning tools, let alone complete other materials and tools according to the requirements of art textbooks. Therefore, some teaching contents can not be carried out, which affects the completion of art teaching tasks to a certain extent and hinders the smooth progress of art teaching.
6. Less off-campus art activities
Few (even no) students are organized to carry out art activities outside school. The main reason is that our art education has always only focused on the teaching of skills, ignoring students' heartfelt feelings and performances of beauty.
Second, improve the rural primary school art classroom teaching countermeasures
The responsibility of improving art classroom teaching in rural primary schools lies first and foremost with the education administrative department and school leaders. Education administrative departments and school leaders must make a difference in the following aspects:
1. Enhance the awareness of administering education according to law.
Primary and secondary schools at all levels, especially rural primary and secondary schools, must offer art courses in strict accordance with the national curriculum plan and conduct teaching in strict accordance with the art curriculum standards and teaching materials. Any competent education manager should establish the consciousness of administering education according to law and consciously implement the education and teaching laws and regulations.
2. Strengthen the construction of teaching staff.
Education administrative departments at all levels should strengthen the allocation of art teaching and research staff, treat the workload of art teachers equally with other disciplines, and make the evaluation fair and just. At the same time, it is necessary to strengthen the training of art teachers and constantly promote the improvement of teachers' quality.
3. Vigorously improve the conditions for running schools.
Education administrative departments at all levels should increase investment in school art education, actively create conditions, allocate special classrooms and exhibition rooms for art, and equip art teaching and activity equipment according to the equipment catalogue formulated by the education administrative departments to ensure the normal development of art education.
4. Develop extracurricular teaching resources
Rural schools have unique advantages in art teaching. They can feel and appreciate local art by organizing students to visit. Listen to legends, anecdotes and historical stories; Collect creative themes through photography and sketching. Let students transition from appreciating objective formal beauty to appreciating objective content beauty, so as to express beautiful things through their own artistic creation, and make students deeply realize that artistic inspiration comes from life and creation also comes from life.
Of course, as a teacher with a strong sense of professionalism, it is even more necessary to improve his art classroom teaching by studying classroom teaching.
1. Guide students to equip them with necessary learning tools and materials.
Actively preparing learning tools and materials as required is the embodiment of students' learning ability. Students who are interested in art study will naturally remember to bring their own learning tools or materials. Therefore, before each new lesson, it is necessary to spend some time and ask some questions to help students understand the new knowledge to be learned, so as to cultivate their interest and awareness in preparing tools and materials. For example, when teaching animal masks, I guide students like this: first, let students talk about whether this class is a painting class or a handicraft class, and students will immediately answer that it is a handicraft class; What materials are used in the textbook? Students can identify materials such as cardboard, torn paper, watermelon peel, carrots and old newspapers. Besides these, what other materials can be used to make beautiful and interesting animal shapes? I took out animal masks made of different materials in advance, such as mice, tigers, orangutans, lions, rabbits, monkeys, dogs and cows, to further inspire students. When they saw all kinds of animal masks in my hand, they all shouted "Wow": exaggerated ears, interesting glasses ... Then I induced: Do you want to make these beautiful and interesting animal masks like a teacher? "Think about it-!" The classroom echoed with neat answers. "This is what we will learn next class. Which student brings the most complete materials, the teacher believes that the shape he made is definitely the most interesting! " As a result, the students brought a lot of means of production.
2. Cultivate students' appreciation ability
The study of appreciation class can start from the following aspects according to the characteristics of students: appreciate and understand the painting skills and expression techniques of famous artists; Appreciate children's paintings and excellent works of art at home and abroad, and let students compare children's paintings with these works to find out their own characteristics; Appreciate painting, sculpture, architecture, arts and crafts, let students know that there are many styles of art, and correct the cognitive deviation that students attach importance to painting learning and ignore manual production learning; Appreciate China art, western art and folk art, let students appreciate the charm of calligraphy and painting, architectural art and craft production, and inspire students to love traditional art.
3. Integration of information technology and art courses
Art class can't play "games" every day. The main problems existing in art classes now are the lack of relevant teaching materials and uneven equipment. Especially in the appreciation class, some works are printed several times, and the color effect is not good, and there are not many pictures, so it is difficult to arouse students' interest and stimulate their aesthetic feeling. Therefore, it is very necessary to make use of the existing teaching equipment to supplement it. You can find some information, such as videos, slides, CDs, etc. For students to watch and appreciate. Stimulate students' interest through sound, image and music; Through vivid and rich materials, students can be freed from boring lectures in class. Only by appreciating a large number of works can students enhance their perceptual knowledge and improve their creative ability under the constant influence of art. For example, when I teach the opening of cartoons, interesting Chinese characters, expressive faces, the patterns of boats and birds I designed, the changes of flowers and handprints, I use multimedia to create colorful and synchronized audio-visual images for students by means of sound, animation, video and projection, which can reproduce their lives.
4. Guide students to pay attention to life and practice.
Art comes from life. If divorced from students' life experience, art will lose its original charm and become "passive water" and "wood without roots". Therefore, I choose activity materials from students' life experience to stimulate students' interest in learning. For example, on New Year's Day, Teacher's Day and other festivals, I instruct students to make three-dimensional greeting cards, organically combine students' life experience with artistic creation, let them make the plane concept three-dimensional, and cultivate and exercise students' manual skills such as cutting, folding and carving. For another example, I take students to design the logo, book cover design, stamp design, poster design, small bookmark design, handprint design and so on. To cultivate students' innovative practical ability and make them feel happy in production.
What saplings will bear fruit and what seeds will blossom. Art classroom teaching in rural primary schools is a garden that needs to be studied and developed urgently. On the basis of fully understanding the importance and necessity of art education, we should devote enough enthusiasm to art education in rural primary schools, strengthen research and practice, especially pay attention to the relationship between art, culture and society, develop and utilize curriculum resources, build open, inclusive and extensible art courses and put them into teaching practice, so that art classes can truly become children's "fast nutrition line". Rural art education has a long way to go!