Appreciation class is an important part of art teaching in primary schools, which mainly cultivates students' feelings and aesthetic ability of visual media. Primary school students' art appreciation ability is mainly acquired from the content of appreciation class in teaching, and its educational function is self-evident, so the teaching of art appreciation class is paid more and more attention. However, how to make better use of teaching methods, so that students can squeeze in and participate actively, requires comprehensive use of various teaching methods.

Keywords primary school art; Art teaching; artistic appreciation

With the advent of the information age, modern educational technology only provides an advanced teaching method for our classroom teaching. Art teaching is not only to cultivate art professionals, but also to cultivate students with certain aesthetic qualities: appreciating beauty, discovering beauty and creating beauty. Following this aim, the author makes a preliminary exploration on the classroom teaching of art appreciation class.

First, give full play to the main role of students, to inspire and induce.

German educator Dostoevsky once said: "I think the art of teaching lies not in the ability to impart, but in inspiration and awakening." Art appreciation class is also a difficult point for primary school students. Old teaching methods and means make students' appreciation class dull and uninteresting. How to stimulate students' learning passion is the first difficulty to be solved in appreciation class. At this time, the teacher's "inspiration and induction" is very important. Before learning a new lesson, I always have a preview class to make a wonderful introduction to the new lesson to be learned. The way of importing depends on the content of the professor. For example, when I was teaching the appreciation class "Interesting Fairy Tales and Fairy Tales", I first asked, "What fairy tales and fairy tales have the students seen? Is it a story book or a comic book? Do you remember the impressions and stories of the characters in the story? Can you tell me about your feelings about fairy tales and fairy tales you have seen? " At this point, the students' interest suddenly soared, and you chatted with great interest about their most interesting topics. I will strike while the iron is hot, announce what I will learn in the next class and arrange preview questions. For example, in the preparatory class for appreciating excellent foreign works of art, I first ask the students: Besides our motherland, which countries do you know in the world? What do you know about these countries? Then the teacher will put some beautiful scenery or pictures of foreign people's lives to stimulate students' curiosity and interest in learning.

Second, guide students to study and explore independently.

One of the disadvantages of the previous appreciation class was that when students did not fully observe and feel a work, the teacher's explanation had already begun, and students were always in a passive state of acceptance. Preview before class can give students enough time to understand the work, which is the beginning of students' active participation in learning. Preview questions are also some enlightening questions that I carefully designed according to the teaching purpose of this class.

When explaining the knowledge of body structure, color, object size, composition, etc., we don't regard the basic knowledge as a "magic spell", but adopt modern teaching methods of guidance and inspiration, so that students can discover and create by themselves and give play to their hidden potential. Let children draw what they know, not what they see, encourage students to be brave in imagination, be good at imagination, let students learn through experience and inquiry, find more vivid and interesting content and information, expand artistic horizons, make painting more interesting, enrich content and make works more energetic.

Teaching students in accordance with their aptitude and guiding them according to the situation is the key to enhance students' innovative consciousness. The student stage is the most active period of thinking and cognitive activities. They are good at accepting and absorbing new things, enthusiastic and bold, and dare to do it. In them, the sense of innovation is often in a latent state and in the bud. It needs to be continuously excavated to promote growth and development. Creative imagination is the premise of creative activities and the necessary condition for students' creative activities. Teachers should make full use of the advantages of art to guide students to observe social and natural phenomena in classroom teaching and other activities. It is necessary to guide students to cultivate a pair of painter's eyes, be good at observation, observe accurately, observe keenly and improve creative imagination. Cultivate students' level of discovering beauty, appreciating beauty and creating beauty.

Third, promote cooperative discussion and inspire in a timely manner.

Students have a certain feeling about the works to be appreciated through pre-class preparation. What teachers should do at this time is to let them express their feelings. Although the aesthetic composition and quality of primary school students' feelings are limited and low-level, they do see and feel with their own eyes.

(1) Teachers should give students more psychological space in teaching and achieve "three noes": ① Don't treat students' performance with "adult eyes"; (2) Don't ignore the age characteristics and language ability of primary school students, and analyze and comment on the works in an overly rational, professional and adult written language; (3) Don't teach students the so-called "standard answer", because any work of art may have different evaluations and feelings for different people, and even the same person may have different evaluations and feelings for the same work of art in different periods, different environments and different presentation forms. In other words, we should create a more relaxed psychological environment for students.

(2) Teachers should give students more opportunities to participate in teaching and achieve "three concessions": let students read more, let students talk more, let students discuss more and communicate more. By communicating their feelings, students can fully show their unique views and vivid thinking about the works, and at the same time know the similarities and differences between their feelings and those of others. Teachers should make some normative and rational analysis of the meaning and corresponding forms of the works, so that students' individual feelings and group feelings can reach "* * * vibration", which is conducive to the development and cultivation of students' creative ability.

(3) Teachers should give students more appreciation perspectives when teaching. Teachers should do a good job in two aspects: first, teach students how to appreciate works of art, not to analyze a work in isolation, so that works of the same period, the same genre and similar styles can be compared and appreciated; You can also appreciate the works of different periods, different schools of painting and different styles. Second, students with original ideas should be highly praised and warmly encouraged to cultivate their positive and healthy aesthetic taste and correct aesthetic evaluation criteria.

Fourth, guide after-school exercises and consolidate internalization in time.

In the existing primary school art textbooks, there is no homework or practice in the art appreciation class, so the knowledge cannot be consolidated, and the learned knowledge is quickly forgotten because there are few hours in the appreciation class. Therefore, in teaching, I designed different types of after-school exercises for each appreciation class.

Students have different characteristics in age, personality, accomplishment, experience, living environment and painting ability, which leads to the complexity and richness of students' thinking mode and homework. Therefore, in teaching activities, teachers should choose teaching content that is conducive to stimulating students' curiosity, mobilizing students' enthusiasm and initiative, and use colorful modern teaching facilities and technical conditions to strengthen inspiring and interesting learning content to meet the requirements of the development of the new era. It is necessary to choose content that is conducive to cultivating students' knowledge transfer and divergent thinking. For example, after enjoying the "fantastic and interesting Facebook", I asked the students to draw a ghost Facebook by themselves and make it into a mask or pendant. The homework is not difficult, and the students are very interested. The practical application of the learned Facebook knowledge not only consolidates the new knowledge, but also cultivates students' practical ability, which can be described as killing two birds with one stone. After a unit of appreciation class, have a knowledge question and answer, and design some questions and answers according to the content of this unit, so that students can answer first, and further consolidate and internalize what they have learned in the process of answering first.

References:

[1] Wang Dagen's Skopos Theory of School Art Education, Education Science Press, 1994.

[2] Zhong Qiquan editor. Curriculum Theory, Education Science Press, 2007.

[3] Art Curriculum Standard for Full-time Compulsory Education of Ministry of Education 200 1 Edition.