First, create a situation to stimulate the enthusiasm of artistic creation
The so-called creating situation is a teaching method to create an atmosphere through audio-visual, games and reappearance of life, so that students can better understand creation. Situational creation plays an important role in art teaching in primary schools. This requires us to always start from the psychological characteristics of students, create a relaxed, harmonious and free atmosphere, constantly change teaching methods, encourage students to play their role, stimulate students' internal motivation to learn, make use of every opportunity to arouse students' interest, and make students run through the whole learning process with the main image. Classroom situations include classroom scenes and learning atmosphere. The purpose of creating situations is to make students have intrinsic motivation support and positive emotional experience in the learning process, which is the internal motivation to urge students to actively participate in the teaching process.
1. Create life situations and guide students' aesthetics.
The theme of art comes from life, serves life and is closely related to the reality of life. Therefore, in normal art teaching, teachers should make full use of students' existing knowledge background and life experience, and try to create some life situations so that students can experience beauty in life. Stimulate students' interest in learning, raise questions, arouse the need of learning, let students actively participate in learning and exploration, expand the initiative of thinking, and enhance their desire for knowledge. For example, in the "Colors of Spring" class, I asked the students to walk out of the classroom, let them walk around the campus first, let them feel the breath of spring, observe the green grass, golden winter jasmine, happy birds, bees busy collecting honey and butterflies dancing among the flowers ... The students walked and watched and felt the rich breath of spring. Finally, we sat around the lawn and talked about the colors of spring: yellow, green and green.
Second, create fairy tale situations to guide students to experience beauty
Fairy tales are students' favorite and attract their attention. Inspire students' imagination and creativity with touching fairy tales, and easily solve the difficulties in teaching. For example, I designed a fairy tale image of "Alibaba" in the class of "Beautiful Bottle" in the second grade, so that "Alibaba" can lead students to visit the "Bottle Kingdom" and understand the shapes, colors and functions of the members in the "Bottle Kingdom". Because the form of fairy tales is vivid and close to students' psychology, students' attention is very concentrated, and they can participate in it well and feel the beauty of every bottle member in the fairy tale kingdom.
Third, create game situations to guide students to observe beauty.
Some people say: "Games are the angels of children", which applies to every child and every stage of their growth. Games are widely used and persistent in children's learning activities. Clever use of games can attract students' attention, improve students' classroom learning efficiency, cultivate students' observation ability and entertain and educate. For example, in the "delicious fruit" class, I designed a game called "melon and fruit supermarket" The form of the game is as follows: 10 students are invited to play the role of stall owners of peaches, apples, pumpkins and other fruits, and the rest of the students play the role of customers who buy fruits. Stalls mainly introduce and sell their products to customers according to the colors, shapes and tastes of their own fruits and vegetables. Customers make purchases according to the vendor's introduction. Finally, compare who is the first to sell their own melons and fruits. Through the "melon and fruit supermarket", students can observe and understand the shape and color of melons and fruits in the game, and turn the boring observation process into a vivid game process.
Fourth, create musical situations to guide students to create beauty.
The ancients put forward the four arts of "Qin, Qi, Calligraphy and Painting" long ago, which reflected the integration of arts. Music has a strong emotional contagion function. Through music, students can feel the sounds of nature, stimulate people's emotions, and enhance students' senses and intuition to a more acute degree. The intuitive feeling of music induced their creative imagination. When painting Chinese paintings, I often play some folk music, such as "Moonlit Night on a Spring River", "Clouds Chasing the Moon" and "What a Jasmine". Let the students draw Chinese paintings while listening to music. Crazy music can make students calm down quickly, stimulate their feelings, and make them resonate emotionally, which in turn will enable students to exert their imagination, invisibly attract their thoughts into artistic conception, and transform musical.ly melody into colorful melody. Practice has proved that putting some slow-paced music in students' painting often helps to eliminate students' impatience and generate some inspiration for painting creation.
To sum up, the creation of situations is conducive to students' active participation in emotions, building a bridge between teaching materials and educational objects, and promoting students' emotional experience and expression. Stimulated by various situations, students' creative thinking ability becomes more active, their thinking pursues individuality, and their aesthetic creativity is increasingly enhanced. Let students really feel the joy of learning art.
For example, when I was teaching the first grade "The World of Flowers", I created a fairy tale situation.
Case: Introduction of the new course "The World of Flowers"
Teacher: Children, today the teacher took the children to play in the garden.
Using audio-visual media, students are brought into a vivid environment and their sense of theme is enhanced. The children listened to beautiful music quietly, melodious and euphemistic, and excited and ethereal. Watching the flowers swaying. Lead children into a world of beautiful and charming flowers. )
Teacher: What do you see?
Health: I saw many beautiful flowers.
Health: I see dew on the green leaves.
Health: I see the flowers seem to be laughing.
……
Teacher: What flowers do you know? Name them?
Health: daffodils, jasmine flowers and lotus flowers.
Health: Plum blossoms, chrysanthemums and peony flowers.
……
Teacher: I tell you, you should walk lightly in the garden, don't step on them, and don't pick them at will.
(The picture continues to unfold, and the object is zoomed in for students to observe. )
Health: Narcissus petals are really floating shells!
Health: The color of the flowers is really beautiful!
……
From this case, we can see that the teacher led the students into the dream of new knowledge and self-awareness without using more languages. Let the children be there and get an intuitive experience, which laid the foundation for the creation of "The World of Flowers".
When I was teaching "Various Hats" in the fourth grade, I created a life situation.
Teacher: Let me show you around the hat shop. Which hat do you want to buy?
The picture shows various hats. It's really dazzling )
I want to buy the white one. White suits me very well.
I want to buy that kind of curling one.
Teacher: Why?
Health: Because its style looks good.
I want to buy a military cap.
Teacher: Why did you buy a military cap?
Health: Because I want to be a policeman when I grow up.
……
The life situation created by "buying hats" fully mobilized students' enthusiasm, so that students unconsciously understood the style characteristics and functions of hats in the process of "buying hats" and respected students' right to learn independently.
Second, carry out artistic creation activities in inquiry.
Inquiry process is a process in which students delve into and become familiar with textbooks. Teachers carefully design questions, so that students' personality can be fully developed in exploration. Under the guidance of students' interaction and teachers, the ultimate goal of thinking is to solve problems, gain new discoveries and inspirations, and improve the ability to acquire knowledge independently. The teaching of "artistic creation" refers to the behavior of "using materials, techniques, crafts, elements and analysis to make visual artistic works" in the art field, as opposed to copying and copying. It is different from the teaching of art skills, theory and copying, and is not used in other disciplines.
Art painting class should make clear the teaching objectives, arrange interesting teaching contents, cultivate students' observation and expression abilities, give play to students' imagination and creativity, make students improve in an all-round way and develop actively, and truly reflect the quality of classroom teaching.
The Outline of Basic Education Curriculum Reform writes: "Change the current situation of emphasizing learning, rote memorization and mechanical training in the past, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate." Dewey, a pragmatic educator, believes that children's learning in school certainly includes learning ready-made book knowledge, but more importantly, they conduct research and discovery on their own. Therefore, I think it is urgent to introduce inquiry learning methods, different materials and different techniques into the teaching of children's art creation, which will produce different visual artistic effects. Art creation is a kind of creative behavior, which can not be taught by teachers, but can only be carried out by students' independent inquiry.
Inquiry learning is a learning method and process in which students discover, analyze and creatively solve problems in the learning process. The research-based learning mode is more problematic, practical, participatory and creative. Its function is to stimulate students' enthusiasm for inquiry, enhance students' inquiry consciousness and learn inquiry methods, so as to cultivate students' innovative spirit and practical ability. Creating an autonomous and democratic learning atmosphere is the basic guarantee for students' autonomous learning and the best situation for research-based learning. Teachers skillfully "lead" and students actively "learn", so that each student's personality can be developed in a harmonious educational atmosphere and active learning life. At this moment, students are in a relaxed state and their thinking is extremely active. They dare to think, ask, say and do. Teachers participate in students' questions, discussions and debates as learners, leaving students with the space for thinking and the opportunity to speak, so that students can explore and brainstorm independently with great learning enthusiasm, explore the unknown world and find suitable answers.
Teaching design of collage animals with leaves
According to the teaching mode of appreciation-practical exploration-summing up experience, I arranged three teaching activities in combination with the leaf painting teaching in Chinese class. )
One of the activities: appreciation
L, multimedia courseware shows the Woods in autumn.
Let's go for a walk in the woods in autumn. What leaves can you pick up?
3. Show leaves of various colors and shapes.
4. Leaves can be made into paintings. Show some pictures of leaves for students to enjoy.
5. Can you give each picture a beautiful name? For example, "goldfish playing in the water"
6. The leaves are really beautiful! The child wants to do it by himself-what about you? Please go back and have a try.
Activity 2: Practical Exploration
Students try to draw leaves with questions.
1. What kind of leaves do you need to make a leaf collage?
2. How is the leaf collage made?
3. How to collage animals according to the shape characteristics of leaves?
In practice, students can ask their parents for help, communicate with classmates or ask teachers.
Activity 3: summing up experience
1, free communication in the group.
2. Let the students with strong oral skills come to the stage and introduce their leaf paintings to the whole class.
What is the name of the leaf painting?
② What kinds of leaves are used for collage?
(3) What leaves are each part of the leaf painting made of? (You can say name, shape or color)
3. The teacher summed it up.
Students revise their works and hold a leaf exhibition.
In this artistic creation process, the teacher did not teach the children how to do it by hand, but only stimulated the students' desire to explore with appreciation, creating a good exploration environment for the students. Students explore independently in this relaxed and pleasant environment, consciously realize the teaching objectives of this course, and have a high enthusiasm for learning. This inquiry-based learning method can make the knowledge learned more profound and the skills more consolidated.
Using inquiry learning to create art can make students fully enjoy the joy of learning, the interest of climbing, the joy of experiencing knowledge and the beauty of creation, and urge them to forge ahead, increase their confidence and truly become "discoverers, explorers and researchers".
Third, cooperate in artistic creation activities.
Cooperative learning is to mix students into several groups according to different genders or abilities, and the members of the groups cooperate with each other, support each other, guide each other, and work together to achieve teaching goals. The research on cooperative learning in the field of education began in the United States in the mid-20th century. The results show that cooperative learning is not only conducive to the formation of positive peer relationship between children, but also has a positive effect on the development of children's intellectual and non-intellectual factors. "Art Curriculum Standards" requires that "teachers should pay attention to the study of students' learning styles, and guide students to carry out autonomous learning and cooperative communication through learning methods such as feeling, experience, observation, performance and data collection. "
Cooperative learning can meet the social needs of students, improve the relationship between teachers and students, really play the role of individuals in the collective, strengthen the interaction between students and the environment, and effectively promote the development of students' psychological function and social communication ability. Group cooperative learning is the simplest but effective classroom teaching mode, which is very suitable for the physical and mental development of junior children.
1. Advantages of group cooperative learning in classroom teaching
1). Developing group cooperative learning provides more opportunities for all students, especially those with learning difficulties, and enhances the subject participation.
2) Primary school students' group learning activities cannot be equated with scientists' scientific research work, but the similarity in organizational form and inquiry process provides a basis for students to gain relevant scientific research experience.
3) Carry out cooperative learning in groups, and transform the independent learning achievements of individuals into the common cognitive achievements of the whole group, so as to cultivate group awareness and activity ability.
4) Group cooperative learning has the function of checking each other, so that students can learn more knowledge from other people's experiences and methods.
5) The report after group cooperative learning is conducive to competitive cooperation, and it can also transform the common knowledge of the group into the common knowledge of the whole class, which can stimulate innovation, expand thinking and improve teaching effect.
6) There is a process of self-evaluation and others' evaluation in the process of group learning, which is enlightening and guiding. It can improve students' self-monitoring and self-regulation ability in learning.
2, the composition method of the cooperation group
In teaching practice, I found that it is not enough to only allocate the knowledge level and intelligence factors of the group members, but also to consider the different levels of students' physical and mental development. Also pay attention to the ratio of male to female students. Otherwise, both boys and girls will lose some diversity in their thinking mode and activity ability, and there will be some limitations in developing ideas and innovative thinking.
When forming a group, the number of people directly affects the effect of cooperative learning. My school implements large class teaching, with 50 to 60 students. It should be said that the large class system is not conducive to the organization of cooperative learning. When I need to organize students to carry out cooperative learning, in teaching, I began to guide students to carry out cooperative learning in groups of six. All these situations have happened: one or two out of six people are easy to get out of the discussion or be ignored; The teaching time of art class is too short to give enough time for discussion and research, so it takes a long time for six people to speak in turn in group discussion; There are cooperation and competition in group cooperative learning activities, and it is necessary to unite and cooperate to compete with other groups, and it is also difficult to unify the opinions of six groups. So, I regrouped the students into a group of four people nearby, and the personal speaking time, attention, cooperation efficiency and consciousness of unifying opinions were immediately improved in group cooperation.
From this, I come to the conclusion that it is more appropriate to use the four-person group learning method for subjects with short teaching time and long practice time, especially for children in lower grades, and even to use the two-person group to learn from each other, which is very beneficial to cultivate cooperative learning ability.
3. The application of group cooperative learning in art class.
1). Cultivate the habit of teamwork from the guidance of body movements.
Some people may think that as long as the group members are together, they can discuss without paying attention to the physical dynamics of learning. In fact, the effect of learning is greatly influenced by body dynamics. Specifically, the atmosphere of group learning is often created by body movements.
In an art class, I instructed students to talk about their feelings about the works in the art book in the form of group discussion. My question is: which work do you like and what features do you like about it? Why do you like it? Please tell your thoughts to your classmates. The group leader is responsible for organizing the speech, and everyone should speak. After I arranged my study requirements, I visited various groups and found that they were all reading their own books and occasionally exchanging views with classmates at the same table. There is no activity in the group. In every group I have been to, there are students with books, trying to tell me their views, while ignoring the students in the same group. How can this work? What's the difference between this and me asking, students raising their hands to answer? It is not conducive to cultivating students' cooperative learning ability and interpersonal communication ability, and this teaching link has also become a decoration, which has not played a role in allowing students to fully discuss and communicate. I quickly instructed the group leader to arrange for the students in this group to speak in the order of seats or in the order of raising their hands, but the atmosphere of discussion was still cold and cheerless. I scanned the whole group and found that they were all reading with their heads down. Even if someone spoke, they didn't pay attention to it, just immersed in their own thoughts. We all know that communication means speaking and listening. Eyes and expressions are explanations of language, and they have the same appeal as vivid language. Face-to-face communication is the best way to convey information. I had a brainwave and asked my classmates to put down their books, gather around a book and focus on the picture the speaker said. The atmosphere of the discussion changed immediately, and students naturally began to express their different opinions on other students' speeches. In this way, I put forward physical requirements for each group, which suddenly enlivened the classroom discussion atmosphere.
It can be seen that junior students have short interest time, strong self-centered consciousness, and most of them are only children, and their communication skills are weak. Therefore, it is necessary to create a good learning atmosphere through sports activities to cultivate the habit of group cooperative learning.
2) Give play to the exemplary role of teachers and cultivate the ability of group cooperation.
In teaching, we find that students who have not studied in group cooperation don't know how to cooperate at all, especially freshmen. They have little knowledge and experience, and their understanding of cooperation and exchange is almost zero. First of all, we should establish the concept of cooperative learning in teachers' minds through teachers' demonstration. For example, when appreciating a work, I first ask students with strong analytical skills to express their opinions, indicating that they agree or disagree. If they disagree, I will add different opinions. Then let the students imitate the way of communication between teachers and classmates for different works to discuss with each other, thus forming a model, giving students a guide, and then let the students discuss freely in the group. In this way, because the teacher demonstrates first, students can have a clear direction when they cooperate, and cooperation can be effective and communication can be effective.
3) Cultivate group leaders to improve the efficiency of cooperative learning.
As the saying goes, "a bird can fly without a head, and a soldier has no courage." Without the organization and command of the group leader, the study group is useless, and students either act blindly or hesitate, and there is no cooperation at all. Moreover, junior students have poor self-control and are playful and active. Without a good cooperative learning atmosphere, classroom organization and discipline will be lax, and teaching can only get twice the result with half the effort. Therefore, in order to carry out effective cooperation and exchange, it is very important to select and train group leaders. We can pass.
The above points are my simple experience in the early stage of curriculum reform. In order to make group cooperative learning more in-depth and effective, it is necessary to further optimize the group structure, select cooperation contents and enrich cooperation forms, so that it can truly become an effective and feasible learning method and greatly promote the cultivation of students' autonomous learning ability.
Cooperative learning needs to change the traditional uniform classroom teaching mode and establish a teaching landscape with active thinking and diverse performance styles for art students. Seat discharge is the physical environment of cooperative learning classroom, and teachers can set seats reasonably according to the needs of various artistic creation activities. Active interdependence is the basic element of cooperative learning, so teachers can construct a cooperative group with reasonable structure according to students' cognitive differences, and carry out "helping" learning and mutual learning in the interaction between students. Constructing a reasonable cooperative environment can make cooperative learning more smooth, harmonious and tacit, and the results of cooperation will also rise.
In a word, cooperative learning in creation has mobilized students' various senses and improved their enthusiasm for learning; It promotes students' active and all-round development and dares to innovate and explore; Cultivate students' cooperative spirit and develop healthy psychology; Students have strengthened communication and mastered initial social skills; Effectively activated the creative passion of teachers and students, and formed a good atmosphere of happy teaching.
Fourth, integrate life experience into art teaching.
For students, the unknown field is infinitely vast. When students have the desire and ability to explore artistic creation, they can't meet their needs just in class. At this time, students should be guided to expand the field of inquiry into extracurricular life.
Life is the source of knowledge, and the colorful life world is an inexhaustible source of teaching materials. The teaching of art creation in the new curriculum should be the integration of knowledge content and students' life experience. Only by combining the course content with students' life experience can students acquire profound and solid knowledge and skills and acquire the ability of lifelong learning and development.
Case: Teaching clips of interesting lithography
In the teaching of "interesting rubbings". Before class, I let students enjoy the colorful pages of the text, study what tools and materials they need to bring, and practice what can be printed. During my teaching, I visited the classroom and found that the children brought all kinds of printed materials.
Teacher: children must know that there are many things to be printed!
Student: Teacher, I stripped the bark and leaves. (He proudly held up his work)
Health: I know coins can be rubbed.
Health: I know that soles can be rubbed.
Health: I know rough walls can be wiped.
Health: I know that car tires can rub.
……
When the students are enthusiastic, I suggest that you exchange your works with other students, talk about the methods, processes and new discoveries of rubbings, and help each other correct the shortcomings in the communication process to make their works more beautiful. In this teaching, we can see that children's life experience has been sublimated in exploration, cooperation and communication, and their knowledge and skills have become more profound. The integration of life experience and teaching content, first, promotes the development of students' ability to explore problems independently; The second is to solve the difficult problems in the teaching content; Third, the knowledge and skills that are convenient for students to acquire are more solid; Fourthly, the creative resources of the new art curriculum are created and developed in the integration with students' life experience.
"Art Curriculum Standards" points out that art is an important part of human culture and is inextricably linked with all aspects of social life, so art learning is not just a simple skill learning, but should be regarded as a cultural learning. The embodiment of people-oriented educational thought and student-oriented teaching concept can not be separated from students' life world. Art teaching rooted in students' life world is colorful, art classroom teaching serving students' life world is vivid, and students' life world will become the source of art teaching.
Fifth, actively encourage evaluation and promote sustainable development.
With the deepening of educational reform, aesthetic education plays an increasingly important role in cultivating all-round high-quality talents. Aesthetic education is the need of building socialist material civilization and spiritual civilization, and it is also the need of people's all-round development. It has the functions of developing intelligence, cultivating sentiment, cultivating aesthetic feeling and pleasing body and mind. It can educate students to establish aesthetic concepts, cultivate students' aesthetic ability, and cultivate students' ability to know and create beauty. The basic characteristics of aesthetic education are image, emotion and entertainment, which cannot be replaced by other education.
As an art teacher, you often encounter such a situation: the child is extremely excited to show you his works and explain his creativity to you with great interest. Their intention is not to ask you to correct your shortcomings, but to hear your praise and affirmation. German educator Dostoevsky said: "The art of teaching lies not in the ability to impart, but in inspiring, awakening and inspiring." Children's artistic creation expresses children's thoughts and emotions, which belongs to the most primitive thinking and is unique to children. Therefore, when evaluating children's creation, teachers should conform to children's thinking and respect their ideas. Suhomlinski once brilliantly pointed out: "Never rush to give students failing grades. Please remember that the joy of success is a great power, which can promote students' desire to study hard. "It is easiest for students to lose this power by denying students' works when evaluating. When evaluating works, we should give priority to praise. On the basis of students' original works, we should find their little progress and give affirmation and encouragement in inspiring language: "You are great!" "What a beautiful color!" "Your idea is really creative." "You observe very carefully." "The people you draw are exaggerated and vivid. "... let students get happiness and satisfaction. This kind of joy and satisfaction will further produce a self-motivated psychological state, and self-confidence will follow.
Victor Roenfeld, an American art educator, pointed out that the task of art education is "neither art itself nor works of art, nor aesthetic experience, but to make children more and more creative and quick-thinking through art education."