The effective way to stimulate children's autonomous learning ability in art activities is to create situations, stimulate children's interest in autonomous learning, create conditions and create a space for children to think independently. Let go boldly and give children the opportunity to learn independently; Enlighten and guide, and promote children's autonomous learning; Positive evaluation and enhancing children's confidence in autonomous learning are the most effective ways to make children autonomous in artistic activities. Key words: the effective way of autonomous learning "taking children as the main body and making them the masters of learning" is the goal we have been pursuing as kindergarten teachers. To this end, we put forward that children should learn and create independently, and conducted research and practice on children's independent learning and creation, trying to explore the conditions and factors needed for children's independent learning and creation. Art activity is a kind of creative activity, which means that in the field of art, children are stimulated to learn and create independently through creative activities, and their understanding and feelings are expressed through their own created schemas, so as to develop the flexibility and flexibility of children's thinking, cultivate their enthusiasm for exploration and discovery, tap their creative potential and independent innovation ability, and lay the foundation for cultivating independent and sound personality. First, the main factors affecting children's autonomy Despite these positive and correct theories, there are still some problems in children art's actual activities: Phenomenon 1: Children are afraid of hands and feet, and some will be afraid of art activities for a long time, which is obvious in middle classes and small classes; Phenomenon 2: Young children have thoughts and ideas, but they can't draw them, which is very distressing. Sometimes when he says what to paint, others say it doesn't look like it, and he loses interest; Phenomenon 3: children simply imitate, follow the trend, follow the teacher, and dare not draw more; Phenomenon 4: The teacher's evaluation emphasizes skills one-sidedly, based on the effect of children's imitation works, that is, whether they are consistent with the teacher in modeling, composition and color, which closes the children's independent learning ability and stifles their creativity. To this end, we put forward to let children learn and create independently in view of these disadvantages, and carried out research and practice on children's independent learning and creation, trying to explore the conditions and factors needed for children's independent learning and creation. In-depth understanding of children's actual development level, formulate educational goals suitable for children's development, and promote children's maximum development in the recent development areas. Second, create situations to stimulate children's interest in autonomous learning. Children in early childhood are curious, interested and eager to explore. When they see everything they are interested in, they will be eager to understand and learn. In fact, children want to learn and are willing to learn, which is the first step for children to be independent. However, to achieve real autonomous learning, teachers should guide children to interact with the surrounding environment enthusiastically and actively. Let them explore and know the environment freely, and children will construct new knowledge in the interaction of the environment, and the learning under this interaction will also promote children's intellectual development to the maximum extent. Therefore, in my teaching practice, I actively create a good spiritual environment for children, and strive to create a good, rich and interesting material environment for children, so as to effectively cultivate children's autonomous learning ability and make them develop better. 1. Create an equal, relaxed and free psychological environment for children. In free learning, children are masters, and children take the initiative to learn in activities, rather than teachers leading their children's learning. Therefore, the relationship between children and teachers should be equal, harmonious and interactive. Therefore, teachers must create a relaxed, equal and free psychological environment for children, so that children can consciously invest in this environment. It should be a lively, orderly and pleasant environment, which is easily accepted by children and allows them to consciously participate in this environment. There, they are no longer passive recipients of knowledge, and teachers are no longer sponsors of knowledge. Children and teachers are a new type of partnership: equality and harmony. The embodiment of this relationship is conducive to children's free expression of opinions, bold imagination and creation. For example, when teaching children to draw, teachers should be childlike, listen to their opinions and guide them imperceptibly. Someone once said: childlike innocence is pure, childlike eyes are simple, childlike innocence is direct, and children's paintings are simple. The thinking activity of children's painting belongs to the primary visual thinking. They don't care whether the portraits are alike, but express their thoughts and feelings through painting according to their own interests. Therefore, we can't use the standards of adults to evaluate children's paintings, otherwise, it will dampen children's enthusiasm and self-esteem. 2. Create a novel, vivid and willing to learn material environment for children. Brugan said: "The best stimulation of learning is the stimulation of learning materials." The use of single tools and materials tends to make children prefer, and their creative activities tend to be monotonous. Various novel and unique painting tools and methods can not only attract children, but also make them experience the joy of free expression and creation in the process of active exploration. The new "Outline" also clearly points out: "We should provide opportunities for expression, encourage children to boldly express their feelings, understanding and imagination in different artistic forms, respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and expressions, and share the happiness they create." Therefore, in practice, we often prepare a variety of tools and materials for children and provide them with the opportunity to choose painting freely. For example, in the art activity "Little Stylist", I provided children with oil pastels, markers, scarves, colored cardboard, wrinkled paper, newspapers, scissors, glue and other materials, and then asked the question: "What career do you want to be when you grow up? What is the form of this major in the work? " Guide children to freely choose materials for creation and dress themselves up as ideal professionals. The children's response was very enthusiastic: some made a chef's hat headdress with cardboard, some tied a bow with a silk scarf, some made a big gun with cardboard, and some made a telescope with a paper tube "... The whole activity, the children were immersed in a positive and happy atmosphere, and their autonomous learning ability was fully developed. In addition to these commonly used painting tools, there are also waste newspapers, paper tubes and so on. , which is usually unexpected, can also be used to create another artistic work. These traditional painting tools are often more likely to arouse children's interest in exploration, urge them to find answers to questions themselves, and cultivate their autonomy and independence in learning. At the same time, different skills and methods were obtained in the process of exploration, which laid the foundation for children to express themselves better in the future. Third, create conditions to create a space for children to think independently (1) Choose rich content The content of art activities serves the goal. It is extremely important to choose content in order to suit children's development characteristics. If the teacher's creative content and requirements limit children's imagination and independent creation, children's creativity will not be brought into play. For example, in the activity of leaf theme, children are very interested in leaf collage, so I designed the activity of "leaf collage" to let children reproduce the shape of leaves through what they see. The children created proud peacocks, flying fish, mermaids and so on. This kind of content choice can not only reflect children's feelings, but also have a certain creative space, and children can draw with ease. On the contrary, if this content is changed to "fish collage", the creative space of children will be greatly limited. How can we cultivate the flexibility and flexibility of thinking? (2) Clever use of means to create an atmosphere to stimulate children's enthusiasm for independent creation. It is very important to adopt what kind of teaching methods in art activities, so that children's self-learning knowledge and skills can be put into creative activities. Therefore, it is necessary to implement methods conducive to independent creation in activities. Piaget once said: "A child can't satisfy his emotional and even intellectual balance as effectively as an adult. He has an available activity field, in which his motivation is not to adapt to reality, on the contrary, he assimilates reality. Such an activity field is a game. "Children play a lot of games, and drawing is also a way of this kind of game. In artistic activities, more games such as poetry, stories, riddles, doing and playing are used to give children a pleasant and novel emotional experience and inspire them to create a unique image. For example, in the theme activity of "Dream Journey to the West", I started with a language story: through the experiences of Tang Priest, the Monkey King, Zhu Bajie and what happened on the Shahe River, I told the children that the children were deeply attracted by the story and actively participated in the conception and discussion. Children are sometimes anxious, sometimes excited and sometimes singing. They are completely immersed in the game. Children can boldly and independently imagine and create when painting the four masters and apprentices and killing demons. Fourth, let go boldly and give children the opportunity to learn independently. Paulia once said: "The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp the internal laws, essence and connections. "Therefore, teachers should create conditions in various ways in teaching activities, provide time and opportunities for children to learn actively, let children interact with the environment, peers and teachers, fully mobilize children's initiative and consciousness in learning, and give them the initiative in learning. Children try to discover, explore and learn new knowledge through the participation of hands, brain, mouth and other senses, and learn to learn at the same time, thus truly becoming the master of learning. 1. It is pointed out in the Outline of Opportunities for Children to Experience and Feel that children's art activities should be children-oriented, and they should pay attention to the experience before the activities, so that children can experience their emotions on the spot, in real objects, in real scenes and in fact, discover the beauty of environment, life and art, and cultivate their sensibility on this basis. For example, the activity of "visiting the post office" is such a vivid and real experience! Through personal observation and experience, the children have gained knowledge about postal signs, stamps and envelopes, as well as understanding the contents and characteristics of postman's work, which has accumulated experience for children's artistic creation. I showed the children around the local post office and let them observe the signs, mailboxes and postal vehicles of the post office. I also took the children to the staff office and asked the postman to introduce the work of distributing letters and newspapers to the children, so that the children could fully experience and feel. In this way, they can play well in painting the scene of uncle postman's work, mailbox and stamp design activities. Giving children the opportunity to create art freely is the most important way for children to express themselves. Children can freely express their emotions, emotions and thoughts through artistic activities, and each child's artistic expression mode and level are different. Therefore, teachers should provide a variety of display methods for children's artistic creation, so that children have sufficient opportunities to express, communicate and share according to their own interests and levels. (1) Give children the opportunity to freely choose their forms of expression. For example, in the artistic activities of leaves, let children freely choose their forms of expression. For example, painting can choose to sketch leaves or leaves imaginary painting or leaves printed painting; You can choose Mason leaves or cut and paste them by hand. (2) Give children the opportunity to choose art materials freely. For example, provide children with colored pens, writing brushes, cotton swabs, poster colors, plasticine, all kinds of colored paper, cardboard and other materials, so that children can choose according to their own preferences and mobilize their enthusiasm for learning. (3) Give children the opportunity to freely express the theme of the picture. For example, in the "sports" painting activities, some children draw "doing morning exercises"; Some children draw "on the football field"; Some children drew "Hula hoop around" and so on. (4) Give children the opportunity to be free together. During the activity, children can freely choose their peers to cooperate and create their own works. Children have greater freedom in activities and their enthusiasm for learning has also improved. 5. Inspire and guide children to learn independently. 1. When learning activities are confused, teachers will ask questions and give appropriate guidance. In the process of children's exploration, we pay attention to children wholeheartedly, listen to their words, observe their movements, eyes, expressions and emotions, and intervene appropriately when their exploration is stagnant and there are problems. The timing of our intervention is: first, it should be conducive to children's natural and free expression; It should be conducive to promoting young children to discover new problems and solve problems independently in their own way. The key of intervention is: on the one hand, to provide children with the foundation they need for exploration, and at the same time, to leave children with a broad space for exploration, so that they can try appropriate expressions according to their different understandings. Children are no longer passive recipients of knowledge, but active participants in artistic activities, and their needs, interests, experiences, explorations and experiences are all valued. We creatively help children acquire knowledge and develop themselves. 2. Expand sublimation and activate children's interest in continuing to participate in learning. In activities, teachers can use language to create situations, stimulate children's imagination and creativity, and push children's enthusiasm for participating in activities to a new climax. For example, in the activity of drawing an "interesting snail", after the children finished drawing the main body of a snail, I put forward an interesting and enlightening language: "Which member of the snail family is this snail you drew? What are the little snails and their parents doing? ""Why is the little snail crying? Who will help it? " "Where does baby snail like to play?" Wait, inspired by these languages, children's thinking has been expanded, and the climax of painting creation has emerged: "I am going to draw a snail father now, and the snail baby will ride on the snail father's back to the animal supermarket." "The book I drew about a baby snail was broken, and it was crying. Birds and butterflies came to comfort it." "I draw a snail family spring outing. "The children are talking and drawing. It's fun and very happy. Sixth, positive evaluation and enhancing children's self-confidence in autonomous learning are the driving force for children's development. Scientific and reasonable evaluation can promote and improve students' learning enthusiasm. Only in a democratic and equal educational atmosphere can students think and explore freely, ask questions and express their opinions, and make new discoveries and innovations. In the spirit of quality education and the concept of "taking children's development as the foundation", the evaluation core is put on the basis of suggestive guidance to encourage children's innovative thinking and practical ability. The performance of children's activities is mainly positive evaluation such as encouragement and praise, and the encouraging comments are guided from the front as much as possible. In teaching activities, the evaluation language of teachers' encouragement, praise and appreciation has a magical incentive effect on children, which can not only stimulate children to actively participate in and devote themselves to learning, but also enable children to establish confidence in participating in learning in the emotional experience of constant encouragement. Therefore, teachers should be good at discovering the bright spots in children's learning process and giving them praise. For example, in the activity of sketching "interesting leaves", Xiang Xiang, who usually doesn't like painting, took a picture with three green blocks and a mass of black blocks of different sizes and said happily to me, "Teacher, look, this is what I painted. The green is the leaves, the black is the snails, and the snails are hungry and want to eat the leaves ..." Although, this is not a successful work. I picked up the photo and looked at it. I said to him, "You have made progress today. Great! " Then he leaned over and hugged him. After my encouragement, praise and appreciation, Xiangxiang became more confident. He offered to draw another one. I was so happy that I hugged him again and inspired him: "Can you draw veins on the leaves? He said shyly to me, "I won't." I encouraged him to say, "You will succeed. Which leaf do you want to draw? " He looked around and finally decided on the target. At this time, I guided him to observe the shape of leaves and veins. With my encouragement, Xiangxiang's confidence in painting has increased, and her interest in participating in activities has also increased. Children's world is discovered by children themselves. The knowledge they seek is the real knowledge, and the world they discover is the real world. Therefore, in the activities, teachers should fully understand and respect children's hobbies, give them more freedom, give them the right and opportunity to carry out creative activities, and let them make full use of their eyes, hands and brains to discover and create in a free world and in practical activities. Only in this way can children truly become the masters of learning, and their body and mind can develop healthily and harmoniously. Practice has proved that every child is an independent individual. They need the help and guidance of adults and their own internal development needs. Therefore, we must respect the requirements of children's independent growth, provide children with more opportunities to express themselves, and let them gradually become independent people.