First, inspire children to accept learning voluntarily.
First of all, it is necessary to activate children's creative desire in the form that children like to see and hear, so that children can have creative impulses in their hearts. Secondly, there should be colorful cognitive activities to cooperate with teaching. If spring comes, let the children observe how the jasmine and peach blossom in spring bloom from the bud. How many wings does the butterfly in the flower have and what patterns are there on the wings? In addition, it is necessary to cooperate with teaching to carry out game activities, so that children can increase their knowledge in playing. For example, make the drawn figures and animals into activity teaching AIDS, so that children can master their structures by playing with activity teaching AIDS, freely change various trends, and increase the experience of the drawn content.
Second, encourage children to discover themselves and create themselves.
Make use of children's age and psychological characteristics, let children give full play to their imagination, inject life and feelings into the objects they draw, and draw some anthropomorphic and subjective characters and animals, so that children feel like painting themselves. In the process of painting, we should cheer for their novel, interesting and imaginative works, and cheer for their spirit of empathy and seeking differences.
Third, the teaching content and methods should be scientific and systematic.
In the kindergarten stage, the content of art teaching should pay special attention to the enlightenment of painting basic knowledge, basic skills, creative consciousness and the cultivation of aesthetic taste. From the perspective of painting modeling ability, it is mainly the ability to master lines, shapes and colors, simple painting tools and materials, and simple organization of pictures. According to children's age characteristics and difficulty order, lines range from random silk thread, arc and curve to vertical line, horizontal line and diagonal line in graffiti period; Shapes range from circle, square, triangle to combination; Colors range from three primary colors (red, yellow and blue) to three intermediate colors (orange, purple and green); Figure painting from the tadpole man in graffiti period, stick figure to double hook man; Let children gradually understand the main structure and simple dynamics of people and animals, and make a composition of primary and secondary sizes in the picture.
Painting is an intellectual activity and a complete creative process, which includes both thinking and expression. The key point is to teach children to rethink painting, because thinking first, expression last, and "intention first" cannot be neglected.
Iv. evaluate children's works objectively, fairly and reasonably
Evaluating children's works is a process of improving their aesthetic ability and brainstorming. Everyone should participate and actively express their views and opinions. Through evaluation and communication, children's self-confidence will gradually increase, creativity will be stronger, and painting will be more motivated.
abstract:
Painting activities are children's games. They paint first to vent their emotional experiences. Every work has its own meaning, and it is also a personalized activity without any utilitarian purpose. The development of children's painting ability is manifested in the development of personality and psychological comprehensive ability. Teachers should become supporters, encouragers, collaborators and guides in the process of children's painting activities according to the development clues of children's painting activities, develop children's interests and abilities, and promote the development of children's personality.
Observe children's behavior in painting games, and according to their development clues, summarize five coping strategies, such as "the whole game teaching method", the materials put in the activity area, the eight links of teaching games, the guidance in different development periods, and the guidance of teaching students in accordance with their aptitude.
First of all, the questions raised
After the research on art education in the ninth five-year plan, the rigid art teaching method of "demonstration-imitation" was broken through, and the methods of selecting materials, teaching and learning were studied. We continue to explore how to implement the spirit of "promoting children's personality development" in children's painting activities. Through in-depth observation of children's spontaneous painting activities and painting activities organized by teachers in the art district, it is found that children with different stages of development, living environment, personality quality, perceptual ability and thinking level have bold personality display, and they also show various development needs and difficulties in the painting process, especially because children's language expression ability is insufficient or they can't clearly convey information to teachers or parents because of shyness and timidity. Their expressions, movements or other external behaviors and paintings need teachers' attention and some specific help and guidance.
Second, research methods
This study mainly adopts observation method to observe the whole research process, including the observation of children's expressions, words and behaviors in the process of painting, as well as the observation of teachers' educational behavior. Experience summary method: summarize the excellent experience of teachers, classify them, and constantly discover and collect relevant experience in the research process to form educational strategies. This paper also adopts the methods of case study, literature study and action study.
Third, the main content of the study
We believe that children engaged in painting activities are expressing what they see, know and think. Children have the ability to create symbols, the desire to express themselves, and no utilitarian purpose. Painting activity is an effective way to cultivate children's beneficial interest and enrich their sensitivity, observation and cognition, sensitivity to external things, expression ability, imagination and creativity, personality and habits; Through painting, children express and express their observation, experience, cognition and imagination with symbols created by themselves, and their ability and mental ability develop simultaneously, which is a constructive development process. This topic has carried on the related research.
A study of children
1, Observation on Children's Painting Behavior
When children do all kinds of things, they will have all kinds of behaviors in their activities because of their interest, perception and personality characteristics. This study observes children's behavior in painting activities, and provides basis for teachers to form effective educational strategies. After careful observation of young children, I collected Why Children Graffiti? "What's with the four-legged rooster?" "What if children always draw very small?" "What if the child's picture is chaotic?" "Why are some children so monotonous in color?" "What if the painting is destroyed as soon as it is finished?" "Is it because you have a slow temper?" Waiting for more than a hundred questions.
2. The inspiration of children's painting psychology to us.
The psychological factors of children's painting activities include intellectual and cognitive characteristics, emotional and emotional activation, interest, desire for expression and creation, personality and other psychological factors, and the observation and perception, image processing, interest and experience that affect children's painting activities are all related to the activities of these psychological factors. Through painting activities, children can enjoy the fruits of their labor more easily and get a happy mood. Therefore, we attach importance to providing children with materials and support, encouraging children to boldly create expressions in the form of games, and fully enjoy the psychological satisfaction such as emotional satisfaction and spiritual pleasure brought by painting activities.
(B) Research on teacher education strategies
Strategy 1: Create a "holistic game teaching method"
According to the types of children's painting activities.
This behavior conforms to the characteristics of children's psychological development.
Explore children's favorite teaching and learning methods.
Created a "full game teaching" with children as the main body.
Method ",one of the effective strategies, this method will:
Toys with painting materials-provide children with all kinds of art materials as much as possible, such as painting paper, pigments, brushes and so on with various textures, sizes, shapes and colors. Some tools can be made by ourselves, and children can also draw on the ground and erasable walls. Some children have new feelings while trying new materials.
Children's painting themes, such as Happy Independent Meal, Fashion Model Show, Growth of Seed Baby, I am the King of Fish, and Ten Brothers of the Sun, all support and encourage children to express boldly.
The guidance of painting activities is situational-using scenes to guide children to show all kinds of beautiful things they have experienced and imagined. Such as Alien Tales, Big Birds Take Me on a Travel, and Happy Playground.
The process of painting is gamification-children imagine themselves as powerful ants, cat mothers carrying their children and angels traveling on leaves in the process of painting. Painting is a game activity that can constantly build and develop plots.
Painting evaluation and storytelling-encourage or help children to make up interesting stories about their works and introduce them to their peers, teachers and parents. And in the process of evaluation, guide children to find good expressions in each child's works and learn to accept and appreciate their peers.
"All-game teaching method" emphasizes playfulness and children's physique, and we will use this strategy in the whole project.
Strategy 2: Material Delivery in the Art Field
"All-game teaching method" embodies teachers' teaching methods and pays more attention to children's learning methods. In addition to organized teaching activities, activity areas are another way. Here, we provide rich game materials for children to appreciate better than the teachers in the art area, and advocate some painting materials that are easy for children to exert their imagination and creativity, such as "oil-water separation", "iodine sprayed cotton starch" and "clay sculpture prints". Children can fully express their feelings, imagination and emotional catharsis by choosing their own materials, freely expressing and posting, and telling their thoughts to the whole class.
Strategy 3: Research on teaching links.
The whole process of children's painting activities emphasizes the use of games to arouse children's interest and express their wishes. Taking Let's Dance as an example, this paper analyzes the following eight links that teachers should grasp well in the process of organizing teaching activities:
1, preparation-including experience and material preparation. In particular, children's early experience is as important as the teacher's lesson preparation. The teacher's personal preparation is not sufficient, and the child is unprepared. Therefore, it is best to choose the teaching content related to the theme activities. For example, "Let's dance" is the painting activity in the theme activity of "We love sports" in the class.
2, import-import activities should be vivid and concise, to arouse children's interest, clear the purpose of the activity. By looking at pictures, observing objects, telling stories, playing games, guessing riddles and other activities.
3. Observation and cognition-express things through observation, memory and imagination, and create objects in children's minds. For example, in the "Let's Dance" activity, children analyze the characteristics of movements, costumes and expressions of various dances through observation and imitation.
4, children's ideas-after observing cognition, it will trigger children's understanding and unique insights into things. In the activity of "Let's Dance", the children came up with the idea of "dancing with Guanyin, peacock dance, the prince and princess in pairs, street dance" and so on according to their previous and new experiences. Everyone has their own ideas.
5, the performance method-discuss how to show the key content of a series of ideas on the screen, including how to conceive, composition, modeling, etc.
6, key guidance-teachers according to the objectives of this activity combined with the specific needs of children, focused guidance. Overcome the phenomenon that teachers do not understand children's development needs and are at a loss in the process of children's painting. For example, in this activity, teachers support and help children to "think and draw" according to their own goals. For example, when drawing Guanyin with a Thousand Hands, children can't draw hands. By guiding her to observe and imitate the movements of hands in this dance, the teacher carefully understood the image and modeling characteristics of hands, and the children drew their first hands. After that, the teacher encouraged them to draw one hand after another in time. There is also a child who wants to show the rotation of street dance. The teacher guided him to experience dynamic rotation in the process of personal rotation. After the experience, the children showed the dynamic effect of street dance.
7, experience sharing-every activity children will get different experiences, through interviews, stories, records, posts and other ways to share their useful experiences. In this activity, teachers share their experiences by posting and displaying children's works after the activity, and let the children introduce and express their views.
8. Extended activities-Children are inspired by new experiences or some ideas, which cannot be fully realized in one activity, but they can continue to complete it through other channels such as activity areas or other activities. For example, in the activity of "Let's Dance", some activities of children in the performance area and the art area were triggered.
Strategy 4: Guide behaviors at different stages of development.
1, interest-the first key to getting started
Drawing is a child's game, but some children are not interested in drawing for many reasons. Is the material attractive to young children? Is it suitable? Is it possible for children to operate independently? Even a peer's casual evaluation will affect children's interest in painting. In teaching activities, teachers should first consider whether the materials are suitable. The same is to draw small fish, and small classes can stick small fish and bubbles; The middle class can paint me as a fish king, and the big class can show the wonderful underwater world ... If the children in the small class deviate from their age characteristics, they will lose interest because they can't draw it; Children in middle and large classes will lose interest because painting is boring.
2. Observation and cognition-stepping into the door of wisdom
Breaking away from the traditional "demonstration-imitation" teaching method, children are required to complete their creation through their own eyes, brains and hand-drawing. But some children can't draw shapes, often because they don't observe things well. For example, when children draw trees, they often draw the trunk into a rectangle. Teachers can take children to observe a real big tree, touch the trunk and look at the branches. Sometimes children will draw the roots very narrow, so they can play a game with them to let them know that the big trunk with tight legs is "blown by strong wind" and "shaken by children", so that children can experience that the big trunk with narrow top and wide is standing very steadily. Guide children to observe, but also pay attention to observe children. The guidance language for children with weak observation ability should be gamified, close to children's life and easy for children to understand; For children with strong observation ability, more specific and detailed observation requirements should be put forward.
3, performance and expression-the flow of childlike innocence "road"
This is a variety of effective educational experiences, teaching plans and guiding strategies summarized by teachers according to the clues of children's development in different stages, the development of painting ability and the common problems in painting activities.
(1) Graffiti period: Respect and guide children from doodling to not doodling. In this process, teachers should pay attention to training them to hold pens correctly, exercise the flexibility of small muscles and cultivate their habits.
(2) Symbolic period: "Polysemy" is the main feature of children's paintings in this period. At this time, while paying attention to children's thoughts, adults can guide and help children realize their own thoughts and wishes, and can arrange some themes for painting.
(3) the image period is the key breakthrough of this strategy, which reveals
The characteristics of children's learning art in the image period, and the key research contents are as follows:
A modeling-teachers should first take the initiative to understand and accept children's exaggeration.
Modeling techniques, and introduce them to parents and other children.
And guide children to express their "stories" through modeling symbols, and also help children with modeling difficulties learn to express with modeling symbols through manual activities, painting and sketching.
B coloring-children's performance in using colors is very individual. On the basis of playing and recognizing colors, encourage and guide children to express and render their unique emotional experience with colors. Providing children with various artistic pigments, they sometimes boldly and skillfully express their feelings, cognition and mood with strong colors, black and white color contrast, or strong colors, jumping colors and exaggerated colors.
C conception-through observation, conversation and other activities, encourage children to learn conception from painting before thinking, to thinking before painting, so that painting activities are not only children's hands-on activities, but also brain thinking activities. Through the guidance of teachers, children learn to learn ideas in life, such as: Chinese New Year, buffet; Learn ideas in games, such as: playground, I love swimming; Learn ideas in imagination, such as: crock train, ant kingdom; Learn ideas in stories, such as mermaids and mice; I learned some ideas through observation, such as: I am a friend of animals, a model of a tree and so on.
D composition-let children feel and use a variety of composition methods to make the picture more vivid and interesting. Such as: highlighting the theme composition "Naughty Kitten"; The composition of the starry sky is "a sumptuous dinner"; Covering the composition "Ten Brothers of the Sun"; Parallel composition "hand in hand"; Highlight the composition of the shape "the face of primitive people"; Size contrast composition "Octopus", exaggerated composition "shining stars"
Star "; Balanced composition of "seven-color flowers"; Line composition
"Crossroads" and other composition methods, teachers can according to the young
Children need to express themselves and guide them to choose or create new compositions.
Method.
(4) Imagination and creation-magical angels
Painting is the most creative way to release and develop children.
One of the effective methods. Teachers create relevant environments, design relevant themes and use effective guiding methods to let children's imagination and creativity fly. The process of cultivating children's creative consciousness, creative thinking and creative personality through practice.
Strategy 5: Reflect the guiding process of teaching students in accordance with their aptitude.
In painting activities, children's personalities and abilities are very different, and some children exaggerate and boldly paint; Some are timid; Some children are full of interest in painting, and the pictures are getting richer and richer, while others are sloppy; Some children use bright and bold colors to give people a fresh and clear feeling, and some children just like to use black and brown ... Children's various performances in painting activities are inseparable from their own personality, cognitive level, emotional changes, interest needs and other psychological factors.
For example, children with extremely rich and sensitive emotions, why can't they draw their own emotional experiences? Because children's memories are mainly unintentional memories, which are much shorter than ours. If what happened at that time was not expressed in time, he would not remember it. For example, last week's buffet, this week's children can't draw the happiness and satisfaction of chewing prawns at that time. It would be much better to draw it the next day, but the teacher still needs to inspire the children to recall the scene at that time, play the video at that time, and give the children who eat the most fragrant several enlarged close-ups ... Only by arousing the children to recall the scene at that time and arouse their excitement can the children show vivid and exaggerated interest in the picture.
How to guide children with too strong personality? We see that every child is different. Some children are too timid to write. Some children have strong self-esteem and always cover their hands when drawing; Other children always want to draw a few strokes on other people's paintings ... No matter what their personality, they all want to do things well like us adults. Teachers should correctly understand these manifestations of children, give targeted guidance and find specific teaching methods and strategies.
Case 1: Every time Li Chenxi in the big class draws a picture, he holds the teacher's hand and says, "I can't teach." The teacher asked him to see how other children started painting, told him how to start painting, and even helped him to point a point, draw a circle and draw a straight line ... Gradually, Li Chenxi said "I won't" less and less, but many strange combinations of points, lines and surfaces appeared on the screen. When he painted the theme "I love my family", he drew a table with simple lines. In the middle of the table, his favorite rice cake was painted as a big green dot, vaguely a big rice cake, and green preserved fruit. This concise and general expression was praised by the teacher: "I really want to take a bite." Can you draw a picture of us eating rice cakes? " Every time his painting teacher always finds interesting places and encourages him constantly. Now he still comes to shake the teacher's hand, but he says, "Teacher, look at my painting." Patience and encouragement are effective strategies for such children.
Case 2: The guest teacher came and the children were very happy. Pick up the brush and draw quickly. Zhang Mo refused to write. Can't she draw? No, her paintings of rabbits and elves are very interesting. But no matter how much the teacher encouraged her, she refused to write. The guest teacher was leaving, but Zhang Mo Die picked up a brush and began to paint seriously ... This kind of child has a strong self-esteem and refuses to write because he is always worried about his poor painting when he meets strangers. We should distinguish this situation from other children who can't draw. Don't nag and rush, but try to give her a relaxed environment and her own space. In the face of children who have strong self-esteem and are afraid of drawing badly, we should start with respecting their self-esteem, let her draw what she is best at or likes at ordinary times, and talk casually with other teachers about her usual advantages to encourage her to establish self-confidence.
Case 3: Niu Niu and Wang Zihao of the middle class are active in thinking. Every topic can arouse their scrambling to answer. What ant kingdom on the grass, meteors and meteorites in the universe, powerful machine monsters ... they know everything. I began to draw, and the children quietly drew what they had just thought of. Active Niu Niu and Wang Zihao shouted from their seats, "How can a teacher draw? I won't. " What I just said is so vivid, how can I draw it? It turns out that these children are interested in the plot and have not mastered the method of observing things. How many legs does an ant have? How many parts is the body divided into? Where are the eyes? Ask three questions. I don't know There is no concrete image of ants in my mind. This requires teachers to help children with image analysis and teach them the correct observation methods. When drawing Naughty Kitten, we should guide the children to analyze: What parts does a cat have? What are they like? When the child observed that the cat's tail was very long, he further asked him: What is the cat's tail like? Only when the image and language in the child's mind are mobilized step by step, become concrete images, and then return to the brain, can the child gradually speak and draw.
Through the "whole game teaching method" painting activities, children interact effectively with teachers and children in the process of painting activities. We see children flying their imagination and creative wings and boldly writing all kinds of whimsy on paper. Children's behavior has also undergone outstanding changes: for example, some children are afraid of never demonstrating their teachers' paintings to seeing and painting the world with their own eyes; Some children insist on painting for a while, and then they get hooked, asking the teacher for the second and third paper paintings again and again. Some children dare not draw from the beginning, so they can put down their pens and draw boldly when they are so young; Some children draw lines to represent their imagination and to "draw what they want". Drawing paper records the kindness and beauty of their childlike innocence-children draw the world in their eyes to the world in their hearts. From daring to loving painting, every child can express his feelings in the form of painting, and his aesthetic and creative abilities have been developed. We will also extend our understanding of children's concepts and experiences to the kindergarten curriculum, which will affect teachers' educational behavior to a certain extent.