"This just shows that a good artistic creation needs an agile mind, dexterous hands and sincere feelings, which are indispensable. Talent activities are flexible and diverse, which is very helpful to develop children's mental ability. Mental ability includes perceptual ability, rich imagination and creativity. Cultivating mental ability by heart plays a key role in cultivating a child with keen sense of touch, strong thinking ability, creativity and adventurous spirit. The process of children's painting is the process of children's pursuit, yearning and expression of beauty. Traditional children's painting is a model painting teaching based on training skills. This kind of teaching does not require children to use their brains, but only requires children to copy according to the teacher's painting steps. The shortcomings of this imitation painting are obvious. However, the spirit of the "Outline" puts forward that "we should avoid paying attention to the performance of skills or the results of artistic activities while ignoring children's emotional experience and attitude in the process of activities" and "we should support the expression with individuality and creativity and overcome the bias of overemphasizing skills and standardization requirements". This semester, in order to stimulate children's interest in painting, I made some attempts to guide children's painting process and evaluate their works. First, use "various means" to guide children's painting process. It is clearly pointed out in the outline that "children should initially feel beauty and express beauty." This emphasizes the position of "taste" in children's paintings. Teachers, as supporters, collaborators and guides of children's learning activities, should stimulate and maintain their interest in art activities. Make them enthusiastically participate in artistic activities, make their emotions and intelligence active, give full play to their potential, and get a pleasant emotional experience, so that they like artistic activities and are willing to engage in artistic activities. Therefore, creating an interesting scene can cultivate children's hobbies and attitudes towards art, stimulate children's efforts to realize their wishes, and accompany their good mood from beginning to end. In the process of telling stories and playing games, children are interested and willing to express themselves, which can stimulate their imagination and creativity. In the process of activities, teachers can use language to create situations, stimulate children's imagination and creativity, and promote children's enthusiasm for participating in activities. For example, when painting "I want to have a home", the story of a homeless bird wanting to have a home is taken as a clue, which leads to the discussion topic of children and makes them feel the pain of losing their homes. Therefore, let children create works of "birds with various expressions" in an environment where there are only stumps everywhere. For another example, in the activities of painting "Harvest Orchard" and "Happy Little Hedgehog", I used games as a means to create a certain scene, which is a teaching method that integrates activities into games. Draw trees, flowers, grass, etc. In the form of playing games with hedgehogs in the orchard. On the basis of teaching children various dynamic hedgehog shapes, let children learn to imagine and create actively and boldly in the process of playing games with various hedgehogs. So every child's picture is very different, which brings endless happiness to children. This way is more in line with children's nature, allowing children to learn while playing, and creating a relaxed and safe atmosphere and psychological environment for children. In addition to stories and games, I also try to carry out art activities in interesting forms such as children, riddles and situational performances. Children's knowledge and ability come from experience, especially painting activities can not be separated from children's direct experience. Their painting content comes from nature and is close to children's real life. So I pay attention to creating children to use their senses, use their hands and brains, observe, experience and feel, and gain rich direct experience. I use outdoor activities during the day to guide children to observe the beauty of nature. The small kindergarten is also the epitome of nature, with grass, flowers and trees. With the change of seasons, the scenery in the garden is constantly changing, so it is very meaningful for children to know these beautiful scenery. They write the deepest and most beautiful scenery on paper, and the picture is full of life. With the development of cognitive ability, 5-year-old children can choose colors similar to objects to express them; 6-year-old children, on the basis of expressing the inherent color of objects, add contrasting colors or similar colors, and the picture is rich in colors, such as warm colors showing liveliness and happiness, and cool colors showing sadness and mystery. We should provide different conditions to give guidance according to the different stages of children's development, so that children's painting level can transition from the low stage to the advanced stage. Children need coordinated activities of hands, eyes and brain. They need to imagine, understand and deal with aesthetic concepts with their brains, express their emotions with their words, and manipulate materials with their hands. Therefore, they must provide enough operation opportunities for their children. Teachers should guide children to observe and feel the shape, color and composition of works of art with their own eyes, observe the structure, characteristics and movement laws of things around them, and let children grasp the whole through aesthetic feeling through language description. When children begin to use colors and shapes to create images, teachers can inspire children to process the images in their minds, add their own bold imagination, form a brand-new aesthetic image, and creatively express it in their works by using language. However, in our teaching, some children often concentrate on drawing, and some children scribble on paper with pens, which is nothing decent. Children's creativity in modeling activities is inseparable from their understanding and feelings of beauty. Their understanding of beauty is superficial, but it is basic, because the connotation of beauty is embodied through form. Plastic arts provide conditions for children to understand beauty, especially the form of beauty through visual perception. We should give more encouragement to children, guide them with the language of spring breeze, and at the same time pay attention to their individual differences, build confidence for children, and let them take bold and eclectic activities. We don't want children to paint tigers as cats, but let them express their thoughts. Children like painting, and what they paint is always related to what they see, hear and know, full of sincere feelings. People and things that have a great influence on children's lives, such as kindergarten teachers, their own living environment, cartoons they watch, etc. Will become the content of children's writing. For example, when painting "Beautiful Underwater World", after I newly learned the skills of painting with perspective principle, the children used painting strokes to create a vivid and wonderful underwater paradise. Interest is the best teacher, it will stimulate children to practice and explore like a catalyst. Rousseau, a French educator, is very strong and should be carried out according to the characteristics of children's physical and mental development. He said, "You must know your student before you can say the first sentence to him. "For young children, learning without interest is water without a source and a tree without a root. It is clearly pointed out in the kindergarten "Outline" that the goal of children's art education is to make children initially feel and love the beauty in the environment, life and art; I like to participate in art activities, and I can boldly express my feelings and experiences. With interest, children will take the initiative to think and learn to act. Teachers should respect children's interests, explore educational content in children's interest points, and let children gain relevant experience, experience success and build self-confidence. At the same time, children's painting can not be separated from the teacher's guidance, but the guidance of unified mode will make children draw a unified mode of painting, so I give appropriate guidance in skills. The picturesque Beautiful Butterfly aims to decorate the butterfly in my heart with arc points, lines, planes and symmetry. I draw basic lines such as curves and straight lines, and basic shapes such as triangles, squares and trapezoid, so that children can combine the shapes into different butterflies, and then decorate the butterflies with points, lines and surfaces, adding pictures to the background children, which greatly stimulates their interest and creativity. For another example, when children are coloring, because the small muscles are not fully developed, the hand-eye coordination ability is weak, and the attention is mainly unintentional, so the works often have white gaps and will be drawn outside the sideline. In view of this phenomenon, I try to help children remind themselves of self-discipline in the form of children's language and let them color in the happy voice. Colorful, children's sense of success has been satisfied, so their interest in painting has also increased. Second, evaluate children's paintings with "appreciation eyes". Children have rich imagination and creativity, and teachers should fully understand and make use of them. To understand childlike innocence and appreciate it from the child's point of view, instead of pursuing perfection, we should pay attention to discovering the children's thoughts and emotions that can be conveyed by every line, character and color in painting, appreciate the dribs and drabs of children's creation, and provide opportunities for children to share and communicate, so that they can have more exchanges. For example, if children's works are exhibited regularly, teachers should avoid centralization, let children actively participate in evaluation as much as possible, let children appreciate and evaluate each other, and at the same time improve their evaluation ability, so that children can be satisfied, motivated and motivated. Respect children. The evaluation of children's paintings is not a dead standard. Every child has his own unique personality, and his paintings have distinctive features. Some works can only be understood and explained by himself. Therefore, when evaluating children's art works, teachers should respect children, listen to their whimsy, understand their voices through conversation, be good at discovering the essence of children's works, and show an attitude of acceptance and recognition. Only in this way can they communicate with children. There is a little poem written like this: "There is one that is the most touching, and that is the teacher's morality;" There is a kind of life that is the most beautiful, and that is the teacher; There is a kind of scenery that is most meaningful, and that is the soul of the teacher; Don't say that we have nothing, we have the same hot sun, and we have the same vast sky. Under the same sky, we spread hope with love ... "In short, to cultivate children's creativity, teachers should interfere as little as possible, emphasize the process of creation, pay attention to children's emotional experience, and don't care too much about children's creative results. Teachers should know more about children with love, be good at observing and accurately grasping children's various situations, and teach children skills and techniques in the right way at the right time, so that children can draw pictures in their hearts and develop their mental abilities. References: 1, Li Weiyi's Design of Children's Painting Teaching Activities, Shanghai Academy of Social Sciences Press 2, Art Education for Preschool Children, Zhu Jiaxiong, Linlin, Lu Jian/East China Normal University Press 3, Cultivating Children's Art Cells, Yu Meixin, Shanghai Far East Press 4, Harvard Multiple Intelligences-Infant Spatial Intelligence Training, edited by Li Peimei, published International Culture.