First, use mutual assistance and interaction to complement each other's imagination.
Imagination is a process in which the human brain processes and transforms existing images and creates new images. Representation is the material of imagination. The quantity and quality of representation directly affect the level of imagination. With rich appearances, imagination is open and profound, while with poor appearances, imagination is narrow and superficial. It is often said that when people gather firewood, the flames are high, and three heads are better than one. If we can discuss how to solve the problem together, we can definitely solve the problem. For example, when I was in the fourth lesson "Cup Design" published by Jiangsu Education Publishing House, I asked them to talk about their ideas from the aspects of cup shape, material and function. You can add your own ideas on the basis of others' ideas and see whose ideas are better. Some of them said to make a cup out of a blue cat. When I see my favorite cup, I think of drinking water. Some people say that they are making a cup that can be used in space and can keep warm. Friendship cups between countries, as well as various cartoon cup, fruit cups and learning cups. In the case of students' discussion and interaction, students' innovative thinking can't stop. It also inspired some students with inactive thinking. Finally, the students' works are well designed. Some students have won the reputation of small designers!
Second, use mutual assistance and interaction to complement each other's creative ability.
In art teaching, we take the physical object as the divergence point to develop students' thinking in images, so as to display many new images similar to graphics or physical objects, but not the same. After students communicate in class, students are deeply impressed in their minds and can start drawing or making their own pictures. At this time, they will cooperate in groups. For example, when I was in the fifth lesson of the fourth grade art book published by Hunan Education Press, I adopted the way of group cooperation. On the one hand, there are many members in the group, and many things add up. Some students may not bring enough or more than one kind, so they can choose the vegetables they need. On the other hand, we can cooperate, make suggestions, supplement and improve, and make our work more perfect. Let everyone experience the joy of successful cooperation. As a result, penguins made of eggplant, fish made of rape, sheep made of cauliflower and so on are really lifelike! After that, many students kept diaries after class, introduced the production process and published them in student journals! This is the function and fun of cooperation. When I was making colored paper works, clay sculptures and comprehensive materials (such as paper pottery, faceful handicrafts, hanger association and post-it box design), I also adopted a cooperative approach. The students were enthusiastic and made relatively large or combined works, and experienced the fun of creation in a pleasant atmosphere. Not only can you cooperate by hand, but you can also paint. According to the needs of the class, several students can draw bigger and more beautiful works than usual on a big drawing paper through division of labor and cooperation.
Fourth, use mutual assistance and interaction to complement aesthetic ability.
The new curriculum standard of fine arts for compulsory primary schools points out: "Fine arts curriculum should meet the requirements of quality education, face all students, take students' development as the foundation, cultivate students' humanistic spirit and aesthetic ability, and lay a good foundation for promoting the formation and all-round development of students' sound personality." For primary school students, their aesthetic ability is weak and their aesthetic consciousness is still vague, but this stage is the golden age of aesthetic education. Students should not only master certain painting rules and cognitive ability, but also gradually improve through art classes and have the ability to discover beauty in the art world.
Because each student's imagination and expressive ability are different, the pictures of the same theme are completely different in composition, color and conception. Therefore, it has its particularity, which also causes different evaluations. Students' art homework may be "good", but it should not be "the best". Teachers can't judge by their own subjective assumptions. Kill the child's own thoughts. Therefore, it is necessary to organize group discussion, mutual evaluation and mutual discussion in the last few minutes of art class. In this process, students objectively and carefully evaluate their own works of art, fully let him express himself in front of his classmates, evaluate himself and learn from his peers, which is conducive to cultivating children's tolerant cooperative spirit and keen aesthetic appreciation ability, and also gives students the opportunity to show their works. This kind of practical activity, which allows students to devote themselves directly to aesthetic creation, can better train students' aesthetic creation ability and improve their aesthetic consciousness. Learn from the strengths of others, make up for your own shortcomings, and achieve the purpose of active exploration and improvement.
Fifth, use mutual assistance and interaction to supplement other knowledge.
We say that painting comes from life, and the works that jump out of paper are often the reappearance of life after observing life, or the re-creation above life. Therefore, at the beginning of art class, students can interact through communication, so as to gain knowledge that they are unknown but other students know, and improve the development of students' painting thinking. For example, when I was teaching "The Story of Paper-cutting" in the eighth lesson of the fourth grade of primary school art in Hunan Education Publishing House, I asked students to collect relevant story materials before class. They are very interested. Some are photos, some are calendars, some are popular science books, and some are picture books. From different sources, the stories collected are varied, but there are many stories.
After all, what people collect is limited and not as powerful as the collective. So I asked my classmates to introduce the exchange, let them see the stories as much as possible, and laid a good foundation for them to show the paper-cut stories of this lesson. Painting comes from life. With more life reserves, we can accumulate wealth and create our own satisfactory works.
In short, in the "mutual assistance teaching", students are in a relaxed state, and they don't have to ponder the teacher's intentions all the time, and then answer questions in a certain sense. Instead, we can fully display ourselves, publicize our personality, enlighten our wisdom from conscious participation, experience the pleasure of exploring new knowledge, and make learning a pleasure. Students' independent exploration will inevitably stimulate the creation of generation.