I remember that I was taught by many teachers during my study. Although the teacher is happy on the platform alone, the students are sleepy and seem to be listening. After taking part in the work, I performed a monologue for the students intentionally or unintentionally. The whole feeling is that the students are expressionless and have no passion ... In retrospect, the main reason for these boring classes is that the teacher follows the book, and the classroom atmosphere is dull and there is no laughter. The teacher just wants to force the knowledge in the book on the students, without considering the students' interest and enthusiasm in learning, and the students' thinking and ability slowly "die" in a coma. After the promulgation of the new curriculum standard, the teaching objectives of knowledge and skills, process and method, emotion and attitude, and values have been established. In order to better implement the new curriculum, promote quality education, and promote the all-round development of students, how to make art classes alive in art appreciation teaching in senior high schools has always been my direction. After continuous exploration and bold reform practice, I have made some achievements. The specific method is as follows: 1. Bring teaching materials into life; In traditional classroom teaching, teachers often regard textbooks as the only content for students to learn. Teachers lead students by the nose to learn textbooks, "drill" into textbooks, and even recite textbooks. Textbooks are deified and absolutized, and teaching becomes teaching. Take the new high school curriculum "Art Appreciation" as an example, the time that can attract students' attention is at most before the end of the first art class. After the curiosity and novelty faded, old traditional paintings, ancient buildings with broken bricks and walls, ancient handicrafts with broken bottles and cans, ancient sculptures with broken heads and missing arms and so on. In the eyes of students, they can no longer attract their attention. If we just follow the book, students' interest can be imagined, and the classroom effect is self-evident. Therefore, I no longer interpret textbooks as "Bible", and I no longer become a passive interpreter of textbook knowledge and a faithful executor of textbook content. In teaching, I broke the original structure of the textbook and tried to rearrange the textbook, instead of arranging the teaching content according to the principle of "theme and comparison" according to the original age, painting classification, ancient and modern Chinese and foreign items. By discussing a topic with the teacher and comparing various works of art, students can acquire relevant knowledge. For example, in the class of "China Ancient Paintings", I edited the teaching content of "Chinese Painting is the Most Expensive": First, ask who knows which painting is the most expensive in the auction of Chinese painting today? What is the price? Then I searched this "Du Fu's Poetic Landscape Album" on the Internet. Through the research and discussion of these paintings, students can master the artistic traditional characteristics of China's landscape paintings point by point, and lead to two other themes of Chinese painting-China figure painting and China flower-and-bird painting and their characteristics. Painting teaching in the European Renaissance was carried out by compiling A Comparison of Chinese and Western Figure Paintings: the crazy painter Van Gogh was also used to explain modern western art, so that students could understand the origin, development and achievements of modern western art through understanding Van Gogh's bumpy life and persistent pursuit of art. Second, students were active. (1) Pay attention to the diversity of teaching forms and the innovation of means; In art classroom teaching, we should have certain teaching strategies, create rich teaching scenarios, stimulate students' learning motivation, cultivate students' interest in learning, and provide students with various conveniences from the standpoint of students. Dare to break the shackles of various concepts and establish a relaxed and harmonious classroom atmosphere. For example, in the pre-class video of each class, I choose some interesting animations that students care about to enjoy, satisfy their appetite and let them know the charm of this modern media art. You can also show some artists' stories, famous artists' painting videos and art-related movies in sections to concentrate their interest and attention first. In the process of transferring knowledge, we should creatively adopt various forms of teaching methods. Such as auctions, lectures, simple painting competitions, etc. For example, when I was enjoying western modern works of art, I found ten most expensive paintings auctioned in the world today from the Internet, and simulated the auction form, so that students in a certain column in my seat could bid for the specified works one by one. In this process, this work and similar works are analyzed and appreciated, and finally the students with the farthest difference between the price and the actual auction price are "punished"-performing on stage. In this way, students not only learn knowledge, but also have a relaxed and happy classroom atmosphere. (two) pay attention to stimulate students' original thinking ability and imagination; In art appreciation class, I create personalized space for students. I don't teach all students an answer, and I don't train different students to be the same student. It is to cherish students' personality and respect their unique inner feelings and spiritual world. I made it clear to the students that there is no single standard answer to every question in art class, and every work can have different understandings; Don't imitate others and repeat others' opinions, so that every student has the opportunity to make his own unique voice and prove his existence. For example, when appreciating modern western abstract art works, in order to strengthen students' understanding of abstract art, I draw a circle on the blackboard, so that each student can tell what he sees. Some students say it's the sun, some students say it's the moon, some students say it's a wheel, some students say it's a bottle cap, some students say it's a watermelon, some students say it's a moon cake ... Students' original thinking and imagination are fully exerted. Students gradually realize that different people can have different personal understandings and feelings about artistic works. In addition, when cultivating students' original thinking ability, I don't pay much attention to the correctness of students' thinking, but pay attention to originality and try my best to protect students' enthusiasm for thinking. Because students are still in the learning stage, their knowledge is limited, and they lack social practical experience and rich life experience. If they pay too much attention to the correctness of thinking, it will inevitably constrain the development of students' original thinking. So even if there are obvious mistakes in students' thinking, as long as there is his originality, I will encourage and even affirm it. For example, when enjoying the work "The Last Supper" with my classmates, I asked the students to design a sentence for them according to everyone's action expressions on the screen. This question arouses students' strong interest, and everyone's design is different. One of the students said, "Jesus spread out his hands and said,' Disciples, there will be no bread for dinner.' The tattooed lady said to the west,' The master doesn't want us. Thomas held out a finger and said, "Master, give me a loaf of bread." Philip said, "Without bread, we will starve to death." . This dialogue design caused the whole class to burst into laughter. Although it is obviously inconsistent with the theme of the picture, every sentence is very similar to the image on the picture.