Paper Keywords: disabled people; Deaf-mute students; art education
Abstract: As an important part of society, the education of the disabled should also be strengthened. Especially in art education, in the past, the education for the disabled was mainly skill training and so on, and there was little education for aesthetics. Some schools don't even offer art courses at all. In recent years. With the development of society, education for the disabled has reached the stage of transformation and promotion. Especially art education. More need to have new methods and new ideas, so that disabled students can better receive art education.
Disabled people are an important part of social groups. Compared with normal people, it is of greater significance to their art study and education. Anthropologist Landman once said: Man's creativity and initiative lie in himself? The power of sleep? . ? How to make disabled people wake up from the deep sleep of art and then embark on the conscious road of artistic creation is a serious topic for our teachers and researchers engaged in art education. Combined with the social and cultural background and educational conditions for the disabled, it is necessary to conduct a more in-depth and comprehensive investigation and study to reveal the characteristics and stages of vocational art education for the disabled.
First, teaching students in accordance with their aptitude to stimulate students' interest
Like normal people, interest is the most direct factor that affects deaf-mute students' learning consciousness and enthusiasm. Only interested learning can stimulate deaf-mute students' learning consciousness and enthusiasm. So let's start by cultivating interest. 12 and 12 students have a strange feeling about painting, but they have an impulse to try. Moreover, they experienced the graffiti and symbol period in the early stage of painting, and began to have a subjective performance activity in their hearts. We can guide students to do some simple painting activities and let them master the most basic painting theory. The third and fourth grades are the turning point of the initial formation and rapid development of deaf-mute students' painting development; The fifth to sixth grade is a critical period for the development of deaf students' painting, and the concept of objects has begun to form, and objects can be expressed in monochrome; The seventh to eighth grade is the stage when deaf students' representation and thinking begin to develop, and the visual image accounts for the main image of psychological conformity. However, the content and conception of painting in this period were limited by the expression of painting skills, and they dared not paint boldly. By the first and second grades of vocational education, deaf students have mastered general painting skills and developed rapidly in the use of lines and colors. The third grade of vocational education is the peak stage for deaf students to learn painting. During this period, the understanding of shape is becoming more and more perfect, and the creativity of modeling and color can be accurately reflected through the sensory system, which is the best period for deaf students to develop their extraordinary imitation ability.
Judging from the development process of deaf-mute students' painting, preschool and middle school are the fastest developing periods of deaf-mute students' painting. Therefore, art education must start from the early school age, so that the painting of deaf-mute students can start in the best state, and also lay a solid foundation for later vocational art education and college entrance examination.
Second, teach students in accordance with their aptitude and drive most students.
In vocational classes, deaf-mute students are selected from all over the country through examinations. Because of the uneven cultural level, professional skills and acceptance ability, it should be followed in painting teaching. Teaching students in accordance with their aptitude? According to the characteristics of their ability to accept and understand problems, the methods of collective teaching and individual counseling are adopted to train top students. Because vocational classes are the key period of vocational education for deaf students, we should make public comments on students' homework in each class, point out their advantages and disadvantages, and help them to modify the composition and adjust the color tone in time when painting.
In teaching, students should be taught how to observe and analyze the local and overall relationship of objects, so that students can feel it themselves. With this feeling, the correct observation method will gradually form. If the method is correct, vivid works will be created from their hands; Hearing-impaired students' painting level has been greatly improved, and their composition and design ideas are also sensitive and clear, with strong interest in learning and full of confidence and hope for the future. As long as disabled people's interest in painting is mobilized and the energy stored in their hearts is fully exerted, the true value of disabled people can be reflected and their artistic talent and mental outlook can be better displayed.
Third, strengthen the methods of visiting and appreciating, and improve students' observation ability.
An important task of art education is to cultivate students' observation ability. However, observation is different from watching. Observation is a purposeful and planned visual activity and a special form of perceptual knowledge of the surrounding world. It can quickly and keenly notice the details of related things, and observation is the gateway to intellectual activities. If you want to acquire knowledge and develop intelligence, you must first observe. Darwin once said: I don't have outstanding understanding and wit, but my ability to detect and observe fleeting things may be superior to others. ? (2) the discoverer of penicillin, British bacteriologist Fleming also thought that the only thing he didn't ignore was observation. In art study, the task of observation is to compare and analyze painting objects and find their essence and typical characteristics.
Observation is a very important aspect in art teaching, so learning art can't be carried out on campus. It is necessary to appropriately expand students' horizons, purposefully organize students to leave the campus, and guide students to appreciate the myriad weather and infinite scenery of nature. Guide students to appreciate the clean and beautiful environment layout and colorful holiday lights, and arouse deaf-mute students' love and yearning for beautiful things. Secondly, let students appreciate the excellent paintings at all times and in all countries, and let them appreciate the charm of the works. Through these activities, students' aesthetic desire is effectively stimulated and their aesthetic power is improved. Art, after all, is a visual art, and more observation is needed to stimulate students' inspiration and improve their understanding of things. It is important to cultivate an eye for observing things. Deaf people should be more visually than ordinary people, so they have their own unique side in observing and accepting things. Therefore, special attention should be paid to cultivating the observation consciousness of deaf-mute students in teaching. There are many observation methods in art, mainly including comparative observation, detailed observation and overall observation. It is more effective to adopt that method. First of all, the observer should focus on it. For example, in the study of figure sketch, the key point is to understand the structure of the human body, so we should carefully check its bone points and muscles. If expressed by volume, the key point is the so-called:? Three faces and five tones? . Secondly, different expression techniques and purposes have different observation methods. For example, line drawing should pay attention to the outline and structural characteristics of the image, ignoring light, shadow and color. Therefore, observation must have both purpose and thought, and observation is meaningful.
Fourth, strengthen students' divergent thinking training and improve students' imagination and creativity.
Without imagination, there will be no development. Every student has imagination and creativity, but the form of expression varies from person to person. Many art teaching goals can only be achieved by guiding students to divergent thinking and inspiring their creative imagination and creative thinking. For example, painting composition can not only inspire students to deal with it from multiple angles and directions, but also encourage students to break away from convention and adopt unique and novel composition forms. There are numerous factual evidences of this point in art teaching. However, we need to pay special attention to another situation. According to the survey data, from preschool to primary school, students' creativity drops sharply with their age. The same is true of art study. The older students are, the less they dare to draw, and the less imaginative their works are. Some comments and analysis:? The reason for this phenomenon is that children are constantly bound by the experience and regularity of knowledge in the process of receiving education, and gradually lose the ability of independent thinking and imagination. ?
Divergent thinking is an irregular, unlimited and directionless thinking with the characteristics of flexibility, fluency, variability, novelty and relativity. ? Many art teaching goals can only be achieved by guiding students to divergent thinking and inspiring their creative imagination and creative thinking. The theory of special education tells us that the hearing impairment of the deaf-mute not only brings difficulties to the psychological development of the deaf-mute, but also brings new impetus to the psychological development, the most prominent of which is the positive impact on the development of visual perception. Due to the compensation of this perception, it exceeds the imagination and creativity of normal people in some aspects. Based on this theory, by strengthening painting training, we can enrich their emotional stimulation and make them bolder in the process of painting. Let them dare to break the conventional thinking, break the conventional composition, break the conventional color application, and even break some things that are considered principles, so as to promote the development of higher-level image thinking and creativity.
In the process of social development, all departments and people should attach importance to education for the disabled, especially in the process of education for the disabled, so that disabled students can enjoy the same education level as normal students as much as possible. It also allows the disabled to experience the same progress brought by social development to these special groups in the whole process of social development. Let the disabled find their proper position in the future society, give full play to their talents, and make the society truly develop harmoniously.
References:
[1] Philosophical Anthropology Author: (Germany) Michael? Shanghai Translation Publishing House. 1988.
[2] "Darwin's Life and Letters" Author: (English) Franz? Francis Darwin United Press. 1957.
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