Because of this, we should reform the old and single classroom teaching methods that restrict students' thinking ability and creativity, boldly reform and innovate, grasp children's psychological characteristics and the law of physical and mental development, and strive to create a relaxed, happy and interesting learning environment and atmosphere for students. At the same time, moral education and aesthetic education should be combined to let students master certain basic knowledge and skills of painting.
Therefore, we must explore a new teaching reform method, which not only requires us to have creative thinking, active thinking and novel methods to interest students, attract students' attention and arouse students' positive thinking, so as to achieve the predetermined results, but also requires different teaching methods according to students' different age characteristics, awaken their feelings about life through art teaching activities, guide them to express their inner feelings in basic artistic forms, cultivate their sentiments, improve their aesthetic ability, and achieve To this end, through the usual teaching work and extracurricular learning exploration and practice, I made a summary and summarized the characteristics of feasible teaching methods as follows:
1, the open proposition form that can be adopted.
Proposition creation must first define a topic, and then carry out artistic creation around the topic. Propositions that are too difficult or divorced from life often make students feel at a loss and at a loss. Properly changing the traditional method of giving questions by textbooks and teachers and giving students the initiative to give questions will produce unexpected results.
In teaching, teachers can give "motif" according to the content of teaching materials, and then students can give "sub-motif". For example, in the lesson of "Birds Find Home" in the book, I used a fairy tale of "Birds Find Home" to discuss and inspire students to imagine the story, and then freely draw up a topic, so I played with butterflies, goodbye to my mother and lost birds in my homework.
Another example is the teaching of "Wonderful Paper Tearing Painting", where students feel like a duck to water when asking questions freely, and interesting topics such as "Ship in the Sea", "My Car" and "Beautiful Flowers" come to the fore. Through tearing, pasting and painting, the works are diverse and original.
2. Only open theme forms can be used.
The new curriculum standard points out that primary school art education is mainly to guide students to participate in various art activities, try various tools and production techniques, enrich visual, tactile and aesthetic experiences, and experience the fun of art activities. In teaching, we can't just stick to the subject matter stipulated in the textbook as the teaching content, and the formal boundaries of the subject matter can be blurred, leaving students with free space for formal expression. Creating a more relaxed atmosphere in theme and formal expression can promote students' willingness to participate in artistic activities.
For example, in some design and production units, I will inspire students to start from what they are interested in, such as combining the digital cards they have learned with people, things and things in their lives to make "digital changes", "find their favorite toys or daily necessities, and then correct the unsatisfactory places below and redesign them." These forms are much more interesting than the pattern design and two-way continuous design in the past art textbooks. When making New Year greeting cards, students can use such techniques as scratching, waxing, sprinkling salt, blowing colors and bronzing. This is also the excitement of students in the unpredictable game.
3. Open teaching content can be adopted.
Teachers should open up classroom activities, guide students to nature and society, devote themselves to colorful off-campus life, regard parks, fields and villages as' big classrooms' for learning art, learn art in nature and feel the red, yellow and blue in life. For example, in handicraft class, students might as well fly kites, play with small windmills in the wind and practice hanging ornaments with the colors made. Window grilles beautify the surrounding environment; Combined with painting class, we can organize a small classroom art exhibition, organize students to visit and give lectures, and cultivate students' active learning ability and their ability to combine monthly life imperceptibly.
4. Open teaching procedures can be adopted.
Boldly break through grade boundaries from low, middle and high grades, and adopt the combination of orderly and disorderly teaching and learning to complement each other. For example, in the lower grades, students can be boldly guided to observe perspective and spatial phenomena and cultivate their spatial perception ability; It can be flexibly combined with teaching to guide students to feel the relationship between light and color, and the emotion and warmth of color. Guide students to boldly use gouache pigments to express changing strokes and colors. For example, teaching children in grade one to know three primary colors and three intermediate colors. I find it hard for children to accept the general abstract speech. So I thought of such a practice: make water into three primary colors of red, yellow and blue with watercolor pigments, put them in three empty cups respectively, and then put them on the podium together. Let students know the three primary colors in class. Show the students three different colors of water. Tell them what the middle color is and which two primary colors are mixed. Take the cup as a demonstration When I pour two primary colors of water into a cup and shake it, it immediately turns into other colors. The students clapped their hands and shouted. Although the method is simple, the form is novel, and the children watched the teacher's demonstration like magic with great interest. Let the students do the experiment, red+yellow =? Color, red+blue =? Color, blue+yellow =? Color, the amount of the two primary colors is different. What's the difference between the colors in the middle? In this way, students' memory is firm and profound, which proves the scientific nature of knowledge, and at the same time, students learn the method of color matching.
5. Open evaluation criteria can be adopted.
Teacher Li Jilin thinks, "Teachers are convinced that if students are satisfied, confident and self-respecting, they need to study. Affirm again, be satisfied again, and be eager to learn new and difficult things. " Art teaching evaluation is an important part of art education. Scientific and comprehensive evaluation of art teaching not only helps teachers to master the growth of students' mind and creativity, but also inspires and helps students in time. Teachers should also make it clear that students express their needs and give them encouragement and support.
In teaching evaluation, we should change the tradition of using "one standard" to cover the content and form of students' paintings. There is no rigid unity in the evaluation of works, which varies from person to person, and students' self-evaluation and mutual evaluation are implemented, reflecting the dominant position. Teachers should be humorous, wonderful and funny when commenting, so that students can listen to your comments in their hearts. Write down "ingenuity", "magic color" and "originality" in excellent homework to give students the joy of success; Write inspiring words such as "Don't be discouraged", "Take your time" and "I believe the next one will be wonderful" in general homework, believe in students' internal potential, and give full play to the role of open guidance, encouragement, feedback and adjustment.