Paper Keywords: primary school art innovative thinking

Abstract: The primary school art teaching syllabus clearly points out that the purpose of art teaching is:? Through art teaching, teach students simple basic knowledge of art and simple modeling skills; Cultivate students' healthy aesthetic taste, patriotic feelings and good moral will; Cultivate students' observation ability, image memory ability, imagination ability and creativity. ? It can be seen that it is a teacher's bounden duty to develop pupils' innovative potential and cultivate students' innovative consciousness, innovative spirit and innovative thinking ability. Art is an important subject to cultivate and develop students' innovative thinking, and students' innovative thinking should be cultivated and developed in every link of classroom teaching.

First, the diffusion of thinking into primary school art classroom teaching

Divergent thinking, also known as divergent thinking, divergent thinking and divergent thinking, is an expansive way of thinking based on existing information, thinking from different angles and directions, and seeking diversified answers from all aspects, which corresponds to convergent thinking. So how to integrate diffusion thinking into primary school art education? Due to the analysis of the different characteristics of primary school students in different periods, we should correctly use different thinking training methods in different periods. For example, students in lower grades (Grade One and Grade Two) are unrestrained, curious and imaginative, which can be combined with diffuse thinking training in art class.

For example, first find out the students' previous works, praise them for their good painting and cleverness, so as to improve their classroom mood, then assign homework, draw a circle on the blackboard and ask: What can you think of when you see this circle? Draw your thoughts. The more you think, the better you draw. Who is the cleverest child in this class? . As a result, the students in this art class are very active. From the homework they gave me, I saw the sun, the earth, nuts, cups, eyes, ring holes, the number 0 and the letter O. Many answers even amazed the imagination of children and made me feel ashamed as an adult. Many students came to see me the next day and showed me the homework they drew after they came home yesterday. This art class allows junior students to fully expand their imagination and try to observe things around them in order to finish their homework better.

Second, create a scene conducive to cultivating students' innovative thinking

Educator Suhomlinski once said: There is a deep-rooted need in people's hearts, that is, to feel that you are a discoverer, researcher and explorer. This demand is especially strong in children's spiritual world. ? Therefore, as educators, we should provide students with more opportunities to explore, build a scene conducive to cultivating students' innovative thinking, and let them feel the joy of success, which will encourage them to explore constantly and embark on the road to success. To this end, teachers should start from the following aspects:

1. Create an open learning and inquiry atmosphere.

The premise of creation is freedom. Without freedom, there is no imagination, no bold assumptions. Psychological research shows that students' attention, imagination and other psychological activities are in a positive state. When they are freed from mental pressure and psychological burden, they are comfortable and full of energy, they are prone to sparks of thought. Therefore, teachers should create a relaxed, pleasant, interesting and innovative learning environment and atmosphere for students, establish an equal relationship between teachers and students, accept and support students' interests and development, eliminate psychological obstacles in students' hearts, and make students feel that learning is not a burden, but an entertainment, so as to enter the best learning state, which is conducive to bold ideas and germination of innovative thinking. Students in this democratic, warm, harmonious and equal environment will be very beneficial to cultivate their innovative consciousness and lay a good foundation for forming healthy psychological quality and perfecting personality development.

2. Stimulate cognitive interest

Interest is related to the largest excitement center in the cerebral cortex, and interest is a tendentious psychological feature. When a person is interested in something, he will actively, actively and persistently explore it. This provides a good premise for creative thinking. Therefore, primary school art teachers should carefully arrange teaching, starting with stimulating interest, so that students' passive emotions can be transformed into happy, positive and conscious emotions. We should take students as the masters of cognition, give full play to their main role in the cognitive process, take interest as the guide, guide students to find another way, think and analyze from ordinary people's thinking, and obtain brand-new creation. In this way, classroom teaching can truly become a happy place for students to study. When the interest is high, cremation always stimulates innovative thinking. At this time, the teacher only needs a gentle push, and the students' creative thinking will flow out like a flood.

Art innovation education is nothing new, many experts and scholars are studying it or have already studied it. The author tries to combine innovative thinking with art education in primary schools. The results show that the two can be combined completely: the integration of innovative thinking makes the primary school art curriculum full of interest, and the unknown arouses students' interest and thirst for knowledge; Art classroom creates operating conditions for cultivating innovative thinking and stimulating creativity.

References:

Jiang Min, He Zhipu. Art education [M]. Beijing: People's Publishing House, 200 1-0 1.

[2] Zhou. Creative psychology. China Youth Publishing House [M] .2003-02.

[3] Zeng Fanren, Gao Xudong. New Theory of Aesthetic Education [M]. Peking University Publishing House, 2003-06.

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