Intrinsic schema refers to various representations and concepts stored in the mind in the form of information. In China's ancient painting theory, there is a saying that "search for the strange peaks and draw a draft", which shows the importance of representation to creation. If there is no internal schema, it is difficult to reflect the rich and colorful side in children's works, and the works will appear monotonous and poor, and even feel that there is nothing to do.

Life is the source of art. Adults can enrich children's knowledge through daily life, books, movies, exhibitions and the Internet, and help children get in touch with the natural and social environment that children can understand through visits, trips and walks. Choose some books and film and television works with different styles that suit you and guide your children to watch and explain. On the basis of perceptual experience, teachers can discuss, compare and analyze with children, and can also help children store and remember images with nursery rhymes and riddles. For example, when helping children accumulate the appearance of a white rabbit, they can take their children to visit the zoo and guide them to observe and think: What is the head of a white rabbit? What is the body like? What are the legs like? What are ears like? What's the tail like? What does it eat? You can also let the children touch and hug the white rabbit and teach them to read children's songs: "White rabbit, with white ears standing upright, loves to eat radishes and vegetables. It's so cute to jump. " In the process of discussion, help children to further internalize their emotional experience.

Second, provide children with various operating materials and tools.

Manual activity itself is a practical operation activity with hands and brains. A variety of tools and materials can directly germinate children's desire to operate and promote their creative activities. Therefore, teachers should provide children with colorful operating materials and tools as much as possible. Operating materials are divided into finished materials, semi-finished materials and parts materials according to their different structures and uses. The materials provided for young children should be mainly finished materials, supplemented by semi-finished materials; With the increase of age, the finished products gradually decrease, while the semi-finished products and parts increase; The materials provided by the big class to the children should be mainly parts materials, supplemented by semi-finished materials. It should be emphasized that no matter what kind of materials the teacher provides, these materials should be safe and creative, which can let children explore with their senses and operate with their hands, and have potential beauty connotation.

In addition, although we advocate providing children with a variety of operating materials and tools, we should consider the principle of step by step in the process of providing them, in case the children are faced with too many choices at once and don't understand the performance of the materials, but they are at a loss and even affect their operating intentions. Teachers can provide suitable materials according to the classification of point materials, linear materials, surface materials and block materials, or according to different forms such as pasting and cutting.

Third, correctly guide children to create.

1. Help children to clarify their creative intentions while playing games and enjoying handmade works.

Children's early creative intention is spontaneous, and the later clear creative intention is gradually produced on the basis of adult's guidance and skill improvement. Therefore, in manual activities, teachers should purposefully guide children's activities. For example, when children operate aimlessly, they can be inspired to think, "What are you doing?" "What do you want to do? ...' What do you want to do ...' or show them some related pictures. When guiding children to appreciate handmade works, teachers can also inspire them: "Do you want to make one?" This can stimulate children's creative interest and help them to clarify their creative intentions.

2. Teach children how to use various tools and materials.

Mastering the basic usage of various tools and materials is the premise of manual production. However, in the teaching process, teachers should consider the age characteristics of children's physical and mental development and selectively guide children to learn the basic use of various tools and materials. For example, it is difficult for a 3-year-old child to learn to cut "S" and "S" curves; Similarly, it is obviously too easy to ask a 6-year-old child to learn to cut straight lines. In addition, we should also pay attention to seasonality when selecting specific operating materials. For example, leaf sticking activities should be carried out in autumn and winter.

3. Help children clear their minds and develop good study habits.

Teachers should pay attention to let children understand the principles and steps in the learning process, so as to help children develop good study habits; At the same time, teachers can let children think for themselves and then explain. For example, clay sculpture, children can try to lengthen the sludge first, and then demonstrate the action of "rubbing"; In origami, children can gradually learn to read various origami symbols so as to learn new folding methods in the future.

Fourth, constantly cultivate children's interest in manual activities.

1. Help children realize their intentions and let them experience the fun of handcrafting.

Although children sometimes have certain creative intentions in manual activities, these intentions cannot be fully realized due to immature hand muscles and uncoordinated hand and eye, which may lead to a certain sense of failure and loss of confidence in further manual activities. Therefore, teachers can give children some help and encouragement in technology and spirit, so that they can have a successful experience and further stimulate their interest in manual activities. Of course, this kind of technical support is not a "hands-on" arrangement, but an inspiring way, including inspiring words, actions, demonstrations and so on.

2. Correctly evaluate children's handmade works.

Children's handmade works can't be as skillful and beautifully decorated as those of adults. Therefore, teachers should consider the characteristics of children's physical and mental development when evaluating children's handmade works. As long as the concept is novel and creative, the materials are properly used, and the emotions and skills are natural and straightforward, they should all be regarded as masterpieces. Teachers should look at their handmade works from the perspective of children and fully experience the truth and beauty of childlike interest.