Reflections on Art Teaching in Primary Schools (I)
When primary school students study art, many people think that as long as they learn to draw a few people, animals and colors, they are not. If students don't like studying or study hard, they will have a headache at the sight of art class, and even spend their time in art class, so it is difficult for art teaching to go on smoothly. Before and after class, I try my best to let students not only learn the basic knowledge of art, but also stimulate their interest and cultivate their painting creation ability. Here are some of my experiences.
First, create a lively classroom learning atmosphere.
In primary school art textbooks, there are only a few illustrations in each lesson, and there are few other contents, so the last lesson needs a lot of preparation. In preparing lessons, I try to attract students with substantial content, and cultivate students' interest through listening, speaking and playing. For example, in the sixth grade paper ornaments class, I mentioned that frogs are particularly anxious because they hibernate in winter. It will hibernate in a small stone cave. After the completion of the student system, I asked students to think about whether frogs can stand and asked them to use their imagination. Ask them how to do this. They scrambled to speak and listed several schemes, and then I asked them to make what they thought was the best. When the frog is finished, we can be other animals that want to hibernate. These assignments don't take much time, but they are all related to reality. While studying, they also helped them solve the fog in their hearts. The students were very interested and successfully completed the teaching task. Finally, I asked them to lead animals to hibernate. The language of innocence was originally thought to be unacceptable to sixth-grade students, but my worry was unnecessary. I finished a class easily, happily and rigorously.
Second, increase the interest in practice.
Part of the sixth grade art class is about the training of "drama characters". Our children in the south are generally unfamiliar with Beijing opera, which is far away from it. In the process of teaching, students will feel strange and boring about the roles of Peking Opera characters, such as "old man", "Hua Dan" and "young man". I told them the story of Mu, a female general, and showed them a Peking Opera film led by Mu in time, turning the rostrum into a stage. The students scrambled to imitate the movements of Beijing opera heroes, and they performed seriously and enthusiastically. A deliberately naive "Wusheng" drama character was demonstrated on the spot, which made them bravely enter the creative field and achieved ideal teaching results.
Appropriate arrangement of such classes can easily stimulate students' enthusiasm for learning, broaden their horizons and stimulate their interest in learning art, thus promoting the teaching effect of art in primary schools and improving their conscious artistic creativity.
Reflections on Art Teaching in Primary Schools (Ⅱ)
Traditional art teaching only attaches importance to the teaching of professional knowledge and skills, and limits learning to books, which is divorced from the reality of students' daily life. Under this learning concept, it is not only difficult to cultivate students' creative spirit, but also destroy students' interest in learning and ultimately affect students' development.
The art teaching advocated by the new curriculum reform should not only pay attention to the cultivation of students' art sensibility, expressiveness and creativity, but also pay more attention to the relationship between art and culture, history and life, and create a multi-dimensional interactive teaching organization that is conducive to students' independent learning, so that students can feel beauty in a relaxed atmosphere, learn in activities and games, and choose their own contents, materials and methods around their goals, so that students can discover laws in the process of knowledge exploration. In teaching, I tried to organize teaching with new ideas and achieved good results.
For example, in the second-grade "Emotional Association of Colors" class, although students are no strangers to colors, they don't know the rules of color blending and change, and because students are exposed to gouache for the first time, they can be said to be full of curiosity about everything and every color, so I fully let students practice and explore independently in teaching. First, let the students observe what colors are in the classroom. What color do you like? There are many beautiful decorations hanging in the classroom, including green leaves, red national flag, yellow, purple and pink petals, as well as clothes and stationery of various colors. The students were surprised to find that there were so many beautiful colors in our classroom. I asked the students to observe what other colors are in nature outside. Through observation, the students found that the world we live in is really colorful, which stimulated their interest in learning colors. I put forward this question at the right time: Can these beautiful colors be adjusted with pigments? The students replied in unison: Yes. I didn't rush to show the answer, but let the students color themselves. The students are very enthusiastic and constantly show their new discoveries to their peers and teachers. Students experience the fun of learning in their own practice, with endless aftertaste. Seeing that students are so happy, I understand a truth: don't let our so-called authoritative preaching replace students' intuitive experience, stifle students' freedom of exploration, and let students become real masters of learning. In teaching, we should be good at finding and analyzing problems, paying attention to students' emotions, improving teaching and organizational forms, so as to achieve teaching goals and create a new realm of teaching.
Teaching reflection: The content of this lesson is very colorful. There are not many links in the design process, so there is not much suspense. It relies on the charm of the content itself to attract students' attention, stimulate interest, cultivate students' aesthetic ability, and exercise their practical ability through their own painting. Patterns are widely used in our lives, so it is very practical to teach students some simple and effective decoration methods. Nothing can stimulate students' interest in learning more than giving them a sense of accomplishment.
In class, I learned to use some friendly language and actions to enliven the classroom atmosphere, and achieved good results.
After this lesson, I have some new experiences. In the first class, although students can study according to the teacher's intention and finish their homework well, I always feel that there is something missing in the class. After-class reflection found that the problem originated from the teacher himself. First, the classroom atmosphere of teachers is not in place, and teachers' language and methods lack motivation. Second, teachers are not involved in students' learning activities. Therefore, the classroom atmosphere is rather tense and dull, and students' learning activities are not active enough, as if they were leading teachers. When I continued teaching, I used inspiring language, such as raising everyone's brave hands and giving applause to him who is good at expressing. Your understanding is not as good as that of the teacher (thumbs up), so that we can pay more attention to the students who haven't spoken yet and actively participate in the students' discussion. Therefore, the whole teaching process is carried out in a friendly and positive atmosphere, especially listening to music and painting emotions, and students' enthusiasm is extremely high. Their faces and homework reveal their happiness in learning.
Reflections on Art Teaching in Primary Schools (Ⅲ)
Time flies, and a school year has passed quickly. This school year, according to the actual needs of our school, I took Chinese, physical education and art classes in Class 3, Grade 2. My art teaching in one semester is summarized as follows:
First, the analysis of students (second-year students have the following characteristics:)
1, students have a strong interest in painting.
2. Students have certain analytical judgment and modeling performance ability, and can make a complete picture conception and performance.
Second, I am ideologically and politically loyal to the Party's education, love my job, earnestly abide by the rules and regulations of the school, obey the arrangement of the leaders, work hard, love the school as home, and set an example for students.
Third, teaching work.
In education and teaching, I earnestly follow the principle of art education and work out a practical teaching plan according to the actual situation of the school and the age characteristics of the students. At the same time, I teach students what I have learned in each class seriously, so that students can learn the basic skills and techniques of art, judge beauty and create beauty, and improve their aesthetic ability. In teaching, I pay attention to stimulating students' interest in learning art. I think interest is the basic motivation for learning art. I give full play to the unique charm of art teaching, so that the content, form and teaching methods of the course can stimulate students' interest in learning and turn this into a lasting emotional attitude. At the same time, the content of art courses is closely related to students' life experience, emphasizing the role of knowledge and skills in helping students learn to beautify their lives, so that students can understand the unique value of art in real life. Make students form artistic accomplishment.
In art teaching, I also pay attention to all students, and take the development of students as the foundation to cultivate students' humanistic spirit and aesthetic ability, so as to lay a good foundation for promoting the formation and all-round development of students' sound personality. Therefore, I choose art knowledge and skills that are beneficial to students' development, and combine the process and methods to form the basic content of the course. At the same time, the level of course content should be adapted to students with different qualities, so that they can gradually realize the characteristics of art learning in the process of art learning, form basic artistic literacy and learning ability, and lay the foundation for lifelong learning.
Fourth, teaching measures.
1, follow the aesthetic law, give students more opportunities to feel artistic works, guide students to expand their imagination, guide students to experience, think, identify and judge through comparison and discussion, and improve their aesthetic taste.
2, pay attention to stimulate students' innovative spirit and cultivate their practical ability, and actively create a learning environment conducive to innovative spirit for students.
3. Strengthen the bilateral relationship between teachers and students, that is, teachers teach and attach importance to students' learning, so as to establish students' dominant position.
4, adopt a variety of teaching methods, using modern teaching methods, bold reform.
5. Change the evaluation methods, adopt self-evaluation, group evaluation, collective evaluation, teacher evaluation or parent evaluation, fully affirm students' progress and development, respect individual differences, attach importance to students' self-evaluation and stimulate students' interest in learning.
Five, the cultivation of teachers' own quality
After class, I seriously participate in various business studies organized by schools and teaching and research groups, and also subscribe to educational and teaching publications, so as to improve myself in theory, learn from other teachers with an open mind and learn from each other's strengths, so as to better carry out education and teaching and accelerate the 2 1 century modern teaching mode.
Reflections on art teaching in primary schools;
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