We should know that the purpose of aesthetic education is to cultivate students' ability to feel, appreciate and create beauty, so that students can form a correct aesthetic view and promote their all-round development. Hauser, a famous art sociologist, pointed out: "People can be born artists, but they must be educated to become connoisseurs." It can be seen that aesthetic ability is a special ability produced by special training.
Then, how to implement aesthetic education in primary school art classroom teaching to promote students' all-round development?
First, study the teaching materials and design them carefully.
As the saying goes: work before class, the effect is in class. We must do enough exercises before class.
First of all, teachers should carefully study the teaching materials, analyze the pictures and words of the teaching materials, properly evaluate the students' existing aesthetic knowledge level, and formulate reasonable teaching objectives according to the teaching needs and students' reality. We should treat aesthetic education as a whole and bring the aesthetic education goal into the overall teaching goal. It not only endows aesthetic education with its due position, but also makes all components within the teaching objectives coordinate with each other, optimize the combination and complement each other, and enhance the comprehensiveness and effectiveness of teaching objectives.
Secondly, teachers should fully explore the aesthetic factors in the content of teaching materials, develop resources in many directions, make aesthetic presuppositions boldly, flexibly and pragmatically, and carefully design aesthetic activities. These are the necessary guarantees for the successful implementation of aesthetic education.
Second, stimulate interest and develop thinking.
Interest is the source of aesthetic activities. Teachers can use visual teaching AIDS to arouse students' curiosity and stimulate their aesthetic interest.
For example, after instructing students to appreciate the model drawings in the books, the author showed the marine monsters made of waste paper boxes, colored paper, bottle caps and other materials. Because the three-dimensional sea monster has a strong sense of reality, it gives students a variety of visual and psychological shocks, and students' curiosity and sincere admiration for teachers arise. Teachers seize the favorable opportunity to improve the situation, inspire students to appreciate materials, colors, shapes and crafts, and encourage students to start from their own impressions and interests, break away from convention, strive to open up thinking space and boldly carry out aesthetic imagination. As a result, the students' witty remarks are beautiful.
In addition, teachers can also "restore" static pictures into real and sensible beautiful "situations" through stories and puzzles. And give students emotional infection from the outside to the mainland, so that students have greater interest and actively participate in aesthetic activities. Teachers can also boldly introduce vivid and beautiful images of life such as advertisements, architecture, furniture and fashion as appreciation content. Because they are fashionable, modern and novel, they can attract students' attention at once. Students are full of interest and aesthetic activities can be carried out in time. Teachers can also throw two controversial views on a certain art work and let students be judges. In order to prove their point of view, students must be very willing to find strong evidence and reasons from many aspects. Unconsciously, students' aesthetic desire is quickly activated, from "I want to appreciate" to "I want to appreciate", and they can't wait to "walk into" the works to savor. Through teachers' guidance and fierce debate, students' aesthetic ability, aesthetic taste and life consciousness can be effectively improved.
It can be seen that once the interest is stimulated, students' aesthetic activities will change from "the other" to autonomy, from spontaneity to consciousness, and their realm and effect will be different.
Third, select the content and enrich the image.
Human art and culture are extensive and profound. In the limited art classroom teaching time, teachers should actively implement "excellent courses" and show students the excellent works of human art and culture as much as possible, so that students can learn aesthetics and have the minimum aesthetic ability. Because classic works of art represent the highest achievement of human culture and have stood the test of history. Of course, we should not narrow the scope of appreciation, but also give consideration to popular art and folk art, strive to achieve the unity of breadth and precision, popularity and classics, and effectively reflect the humanity, diversity and times of aesthetic education.
Therefore, teachers should actively create conditions, vigorously develop all kinds of artistic resources, adopt various ways, and strive to expose students to a large number of excellent works of art, so as to meet students' aesthetic needs, enrich the storage of students' aesthetic images, accumulate and enhance students' aesthetic experience, and promote students' gradual transition to high-level aesthetic activities.
1, thematic appreciation, go deeper.
For example, in the process of instructing students to appreciate ancient Chinese bronzes, the author ingeniously quoted short articles about archaeological discoveries and introducing appreciation methods collected by students before class. In the exchange and discussion, he led students into that mysterious and distant era, intuitively felt the powerful vitality, rich life, keen observation and extraordinary creativity of the ancestors, fully appreciated the superb bronze casting technology of the ancestors, boldly explained the connotation of the works, and helped students understand and understand the ideas of the works from the outside to the inside.
For another example, when instructing students to appreciate modern architecture, the author makes full use of the picture resources in the teaching materials, so that students can first feel the richness of modern architecture as a whole, and then choose their own favorite architecture, and make free comments on materials, techniques, structure, modeling, environment and other aspects. While marveling at the beauty of modern architecture, the students fully realized the humanistic spirit contained in architecture, which greatly enriched the image of modern architectural art in students' minds and improved the artistic image.
2. Internal integration and surface widening.
In addition to guiding students to appreciate special topics as much as possible, we should learn from the fields of modeling, performance, design, application, synthesis and exploration, adopt the optimization strategy of organic integration within the fine arts discipline, tap the internal potential of the discipline, develop potential resources, "expand" aesthetic education to the maximum extent, actively organize students' classroom appreciation, and infiltrate appreciation activities into all aspects of activities in various fields of fine arts learning according to local conditions.
For example, the author encourages students to use their imagination, use a variety of painting methods and materials, boldly show their favorite interesting sun and moon, and show some rich and interesting details, trying to make up a beautiful fairy tale about the sun and moon and tell it to their deskmates. The author instructs students to organically integrate literature and art through painting, thinking and speaking, so that students can feel the beauty of picture image, language sound and story scene, optimize and improve the aesthetic image structure from the aspects of category, quantity and quality, and experience the success and happiness of creating beauty.
In addition, the author also instructs students to make lovely relief clay figurines, decorate classroom activities with exquisite plates, rationally decompose aesthetic content, refine and deepen key points, expand aesthetic activities in time and space, enrich visual images, and enhance students' awareness and ability to beautify their living environment with artistic works.
3. Appreciate the exhibition and supplement it effectively.
Usually, you can take advantage of major festivals, major or daily activities of the school (such as art festivals, painting and calligraphy evenings to welcome the Spring Festival, exhibitions of outstanding works of art by students, etc.). Encourage students to go out of the classroom, watch the excellent art works of teachers and students displayed on exhibition boards and windows, communicate with each other, and guide students to write compositions by feedback or appreciation, which can greatly enrich the storage of beautiful images in students' minds. This is also one of the effective ways to improve students' aesthetic ability.
4. Visit and learn good roads.
In areas where conditions permit, teachers can often lead students to nearby museums and art galleries to appreciate cultural relics and excellent works of art. If they can visit some famous painters, visit their studios and ask questions in person, they will certainly benefit a lot. These are excellent ways and opportunities to improve students' aesthetic ability and establish a correct aesthetic view.
Fourth, get close to nature and find it really beautiful.
For example, the author leads students into nature, seeing green trees and red flowers at close range, touching leaves and smelling the fragrance. Listen to birds and insects, and look down at the shallow bottom of the fish; Overlooking the blue sky and white clouds, the green hills stretch like dragons. Being in the picturesque scenery of my hometown and facing the colorful and dazzling colors, the students were deeply intoxicated, as excited as discovering the new continent, and their admiration was endless. After listening carefully to the students' voices, the author inspired them to think: "What do you think is the most beautiful scenery? Why? " "How do you feel when you see such a beautiful scenery? Please say something to nature that you want to say most. " Students are enthusiastic and express their opinions. Through zero-distance contact with nature and open heart-to-heart dialogue, students' awareness of loving nature and protecting the environment is enhanced, their inner needs of discovering and appreciating the beauty of nature and being close to nature are met, their inner feelings are sublimated and their hearts are purified.
Teachers should guide students to get close to nature and cultivate students to learn to appreciate nature, at the same time, they should also inspire and encourage students to go deep into life, pay attention to all the true, good and beautiful things in life, discover and discover the beauty in life, so that every student can have a pair of eyes and a heart that can feel beauty, and constantly enhance students' awareness and ability to appreciate the beauty of life.
Fifth, follow the law and improve perception.
In teaching, teachers should follow the law of aesthetic education, help students learn and master correct aesthetic procedures and methods, guide students to analyze works of art from the superficial to the deep, create more opportunities for students to actively explore and feel works of art, and guide students to expand their imagination and carry out aesthetic activities.
Teachers should meet the requirements of students' aesthetic activities in different classes according to the psychological characteristics and cognitive rules of students of different ages, embody the spiral progressive relationship from easy to difficult and from simple to complex, and constantly enrich students' aesthetic image and experience. For example, in the lower grades, students are mainly encouraged to feel the beauty of shapes and colors of natural and artistic works in an intuitive way, and can boldly express their feelings in short words; In the middle grade, students can be gradually asked to make a simple formal analysis of artistic works, learn to describe the objects of appreciation with short passages, and tell their characteristics; For senior students, we should guide them to pay attention to the materials used in works of art, understand the shape, color, texture, performance and function of materials, properly learn the knowledge of art history at home and abroad, make a comparative analysis of Chinese and western art, learn to write appreciation essays, express their unique feelings and personalized understanding of works of art, and effectively improve students' aesthetic taste and ability.
For example, when students are guided to appreciate the wooden bridge in The Riverside Scene at Qingming Festival, they are inspired to analyze the historical background of social and economic development and bridge construction in Song Dynasty (search and collect relevant information before class), so that students can further understand the unique design and superb construction level of ancient bridges in China. Based on the fact that the sixth-grade pupils already have a certain knowledge of world geography and history, the author warmly encourages students to compare Van Gogh's Suspension Bridge with the single-plank bridge in Song Dynasty, and make a comparative analysis of Chinese and Western art from the aspects of bridge design style, modeling, materials, construction technology and cultural background, so as to deeply understand the beauty of bridge architecture art, learn to write and appreciate short articles, and boldly express their feelings and understanding of Chinese and Western bridge art. Students have an intuitive and vivid understanding of the characteristics and styles of Chinese and western bridge art, fully appreciate the different painting styles and charming charm of Chinese and western paintings, and enhance their diverse artistic and cultural concepts and respect for world culture and art.
Due to the limitation of students' cognitive ability, the lack of aesthetic experience and the difference of knowledge level, students' performance in aesthetic activities is not always satisfactory. In this regard, teachers should have a correct and sober understanding, deal with it rationally, give students sufficient opportunities and time to participate and experience, and encourage them patiently and enthusiastically, and never rush to replace students' feelings and understanding with simple explanations. Teachers can guide students to experience, think, identify and judge through comparison and discussion, strengthen emotional communication, experience aesthetic happiness and accumulate aesthetic experience. Perseverance will certainly improve students' aesthetic taste and ability, and ultimately achieve the goal of promoting students' comprehensive quality and all-round physical and mental development.