The characteristic of aesthetic psychology is intuitive thinking. So the intuitive impression of the work, that is, the material and shape (shape, line, color, etc. ) must be the most direct factor to attract students' attention. In the process of appreciating Chinese painting, students can attract more attention, stimulate interest and enthusiasm for works with strong aesthetic feeling, rich content, rich plot or lyricism and close to real life. For example, when appreciating the supplementary teaching material "Han Xizai's Night Banquet", students are immediately attracted by the organic connection of the five paragraphs of the whole work, and teachers play recordings of pipa performance, dance music, light music and flute respectively according to the contents of the picture. Use music to guide students to feel the specific content of the banquet. The students talked about their feelings, and some said, "The banquet picture is a short story, which unifies five scenes: listening to the pipa, watching the dance, resting, listening to the flute and seeing off." Someone said: "There are so many people standing or sitting, standing or sideways, leaning or leaning, moving or still at the night banquet, which is simply vivid and rich." Some said: "The color of the picture is brilliant, simple and lovely, interspersed with red and green tones, and divided into black and white blockbusters. There are contrasts, echoes, and few colors, but they are very rich. " The first impression of the beauty of Chinese painting works is profound. Students fully arouse the enthusiasm of appreciation while feeling the beauty, and have a strong interest in exploring the works, and gradually develop their psychological activities, which promotes the development of appreciation. ?
2) Arouse students' aesthetic experience and think positively. ?
When students appreciate Chinese painting, they often communicate with their accumulated knowledge of Chinese painting and aesthetic experience. The process of appreciation is essentially the development of students' thinking and activities in the aesthetic process. If students want to become real learning masters, the premise is to let them learn to think and realize their own thinking. Therefore, in the teaching of appreciation, students should be guided to develop-simplify-optimize-divergent thinking while arousing aesthetic experience and actively appreciating Chinese painting works. For example, before and after the Han Xizai banquet, the five parts are linked together, describing what kind of life (thinking) Han Xizai lived.
3) Develop students' subjective comments and encourage exchanges and cooperation. ?
Students' art criticism is by no means asking students to seek the only aesthetic recognition of a Chinese painting. The charm of this field of learning lies in the unique perspective, language and taste of the reviewers. Students are willing to listen to their partners' views on works of art in class, which is more cordial than book reviews, and at the same time, they can have the opportunity to express themselves. Through the "dialogue" with works of art, students activate their aesthetic consciousness and emotion, and enhance their visual analysis ability and language expression ability. At the same time, we should seize the opportunity to organize group discussions and other forms to promote students' full participation in learning activities, use each student's different views to inspire each other, stimulate their own appreciation inspiration, activate their thinking, and thus broaden their thinking. ?
For example, there was a heated discussion when the riverside scene was appreciated on Qingming Festival. Some students think that the work mainly describes the wonderful moment when a large cargo ship passed Hongqiao on the Bianhe River. Some students think that the work describes the disturbing scene of Ma Chong Donkey in Hongqiao. Some students think that the works describe the local customs on both sides of the Bianhe River in Beijing in detail, which is the main content; Some students think that the work shows the 360 Line in Beijing and reflects the prosperity of Beijing. ...
Inquiry appreciation and criticism of Chinese painting, students have different views on the information conveyed by the works, and there are ambiguities in the process of appreciation, which has caused comments from various viewpoints. This not only gives every student a chance to show himself and express himself; At the same time, discussion can also reveal fallacies, correct deviations in time, inspire each other, use the objects of appreciation to reorganize their cognitive structure and further construct aesthetic psychology.
3. Explore the connotation of experiential works and learn how to appreciate Chinese painting.
Innovation needs knowledge base, and it is more important for students to master the procedures and methods of solving problems than to master the knowledge content. The more flexible the appreciation method, the richer the knowledge of Chinese painting, and the easier it is to have a new understanding and understanding of Chinese painting. Therefore, we should explore and experience the connotation of Chinese painting, help students master flexible appreciation methods, establish a rich knowledge system, and lay a foundation for students' future development.
1) Ask appropriate questions to arouse emotional resonance.
Through the analysis of the works, students have a preliminary and complete impression of the works. Understanding the content outside the picture requires the association and imagination of the aesthetic subject to help, so as to deepen the emotional experience and trigger a stronger emotional resonance. The specific way is to ask some questions that are most likely to arouse emotions and inspire people, but this question is followed by the analysis of the picture, which must not be divorced from the original perceptual basis.
For example, in The Riverside Scene at Qingming Festival, how do the boatmen put down their masts when a big cargo ship crosses Hongqiao, how do other boatmen work hard to earn poles, how do people on the bridge throw down ropes to hold the boat, how do people on the neighboring boats point and point, and how about people on Hongqiao? What is the relationship between this tense and dramatic crossing scene in the whole picture? How do you explain this painting? By asking questions, the students' attention was attracted. Let them think and imagine quickly around their works and deepen their emotional experience. Compared with vision and emotion, hearing is more closely related and can quickly induce aesthetic resonance. ?
2) Standardize the review process and seek ways of appreciation. ?
Although creative learning in the teaching of Chinese painting appreciation emphasizes students' subjective appreciation, it enables students to develop the learning quality of being curious, constantly asking questions and being good at exploring in a relaxed environment of developing personality, encouraging innovation and tolerating learning mistakes, and explore the thinking quality of works in various ways of thinking. How to make students' evaluation activities standardized and orderly, avoid random phenomena that are easy to appear, and emphasize the standardization of evaluation process can also help students seek orderly appreciation ways from disorderly thinking.
3) Master the appreciation method through various means.
Use the colorful shapes, sounds and expressions of multimedia to guide students to appreciate and learn. Use multimedia to demonstrate static and dynamic pictures, create an ideal artistic appreciation realm, and let students communicate with their works completely; Using the technical advantages of multimedia, we can analyze the forms of external factors of works, tap the value of internal factors and stimulate thinking and creativity. For example, using appropriate music and pictures to act on the viewer can quickly arouse the resonance of the work, stimulate the creative thinking of appreciation and master the appreciation method.
B, let the students learn to read the works intensively, analyze the works deeply by using the pre-designed drawings and tables, and solve the difficulties and key points in the appreciation process in a simple way; Can dig deep into the connotation of works and infiltrate ideological education; Being able to carry out positive thinking training is conducive to the learning subject to master the appreciation method.
4. Cooperation, communication and expansion to promote creative learning.
Good learning atmosphere, active learning spirit and flexible appreciation methods are the basis of creative learning, and the core of creative learning is to cultivate and develop students' thinking, so that they can exchange and cooperate in appreciation activities on a platform, and even lead to expansion. In the teaching of Chinese painting appreciation, according to the characteristics of painting art, strengthening the training of intuitive thinking and divergent thinking can effectively promote students' creative learning.
1) intuitive thinking training?
Intuitive thinking is a rapid identification of new things, new phenomena, new problems and their relationships that suddenly appear in front of the human brain. It is a judgment activity without prior thinking or logical analysis. This kind of thinking has the characteristics of treating things as a whole quickly, penetrating things keenly and deeply, and directly understanding things and their essential relations, which can directly help students understand the intention and essence of works in appreciation activities.
2) divergent thinking training?
Divergent thinking is a form of thinking that starts from the requirements of questions and explores various answers from different angles. Divergent thinking occurs when there are many possible answers to a question. This kind of thinking is more creative and does not stick to conventions and traditional practices. Cultivating students' divergent thinking is also one of the important means to cultivate creative thinking. ?
In the process of appreciating Chinese painting, we can carry out targeted training according to different contents. For example, when appreciating The Riverside Scene at Qingming Festival, the picture is rich in content, complicated in layout and diverse in plot description.
Students' generalization of the theme of the work is combined with their own subjective thinking to locate it, which leads to the multi-theme phenomenon of the appreciation of the work. Ambiguity triggered students' comments and once again strengthened the training of students' divergent thinking.