At the end of a class, the whole class finished the same painting. When evaluating the works, teachers and students' parents take whether they are similar to the teacher's template paintings as the standard. Copies are all things created or selected by teachers. Needless to say, nature is an adult and modular content, forcing children to cross decades of age boundaries and adapt to the world in the eyes of adults. How does the child accept it? There are only two outcomes. The good result is that a few children who are obsessed with art "go in" and become "little adults"; The bad result is that most children think art is too difficult to learn, so they simply isolate themselves from art.
Their innate love for beauty, their innate artistic expression potential and the possibility of all-round development led by them have all been stifled, so it is urgent to change the existing traditional teaching mode. The new curriculum puts forward a new teaching concept, trying to change the teaching of teachers and the learning of students in traditional education. In the environment of the new curriculum, teachers and students jointly create new classrooms, and teachers who participate in the curriculum reform realize their own development and grow together with the new curriculum. Especially in the teaching of Chinese painting, we should strive to explore new teaching methods. First, broaden the teaching content and promote divergent thinking.
For example, in the panda lesson, first, let students watch pictures of pandas or tell some stories about pandas. After students understand the structure of pandas, discuss how to use ink, and then ask students to analyze the living habits of pandas or tell cartoons related to pandas. Finally, further practice the image you want to express and the surrounding environment to complete a work, so that students have room for free play and creation.
Second, change the form to improve students' interest. In traditional teaching, teachers focus on teaching and attach importance to the composition of pictures. Every student copies in the existing picture frame, and the student can only become a painter in the end. Students have little contact with each other and lack opportunities for progress compared with others. In my classroom teaching, such as Goldfish, I let students watch the posture of goldfish in the water. After analyzing the structural characteristics of goldfish, I made corresponding requirements for using ink. Through the demonstration, the students understand the painting method of goldfish, and then let the students analyze how to complete an interesting work. Through practice, I finally let the whole class finish a picture on a long scroll. At this time, students' autonomy is brought into play and the spirit of cooperation among students is cultivated. By drawing together, students can learn from each other's strong points and improve their painting level, and at the same time, their interest in painting is getting higher and higher.
Third, the content is diversified and the students are enthusiastic. The selection of Chinese painting teaching content in primary schools should conform to children's psychological characteristics and be close to their lives, such as depicting "my parents", "windows" and "campus", which are all familiar to them, so the painting is wonderful and cultivates students' creative thinking. At the same time, students often consider how to use pen, ink and color when painting, which is very beneficial to improve students' comprehensive painting ability. Fourth, update tools and materials to make students feel fresh. Influenced by Chinese painting, the materials for students to paint Chinese painting are brush, ink and Chinese painting pigments. In my teaching, I allow students to paint with gouache pigments, which can be done by gouache method, or by oil pastels and other materials. In this way, students are diverse in the application of materials, and they are also willing to use other materials to paint, and the effect is also ideal and their interest is high. Lei Wen Felt, an art educator, said: As long as children are given enough time, help and access to creative materials and are not forced to accept adult models and norms, then every child can become an expert in artistic creation. I do it in the form of teaching.