After investigation and analysis, the author believes that there are the following factors. 1. Factors outside the school and misleading of the family: Before children enter school, most parents encourage and praise their children because they can draw pictures. After they enter school, they measure their children by their academic performance, making them mistakenly think that academic performance is the main thing and hobbies are the secondary thing, so that their original nature is slowly killed. Family constitutes a society, so it forms such a social environment: painting is fun and academic performance is important. Ignoring the relationship between children's physical and mental development and cognitive things, only asking children to get good grades in cultural classes, ignoring the cultivation of children's various abilities and interests, forcing children to learn cultural knowledge that is not interesting, thus killing children's rich imagination and creativity. Second, the internal factors of the school: many schools in rural areas do not have professional art teachers. Under the constraint of exam-oriented education in previous years, the school pays more attention to students' grades and enrollment rate. Many schools don't offer art classes, or fictional art classes. Although great changes have taken place now, the educational awareness of many schools and the teaching methods of many teachers have not changed. In art class, students only teach copying works because of lack of information or to save trouble. The classroom atmosphere is low and the lectures are dull, which is an important reason why students lose interest. All these restrict students' thinking development and interest cultivation. In today's quality education, aesthetic education can not be ignored, so how to cultivate rural students' interest in art and improve their creative ability? The external factors of the school are the general environment, which is difficult for us to change, but as teachers, we should start from ourselves, change the internal factors, change the teaching concept, and start from the classroom to cultivate their interest.

First, understand students' psychology and cultivate interest

We should know more about students and respect their thinking characteristics. Because students' physical and mental development is closely related to their cognition of things, art education is the natural product of students' physical development level, perceptual ability, emotional attitude and life experience, and art is a manifestation of students' understanding of the world. When you need to know and express things, you have the impulse to draw and describe them, and you will be encouraged to see infectious works. Teachers should guide students well in class and stimulate their enthusiasm. For example, in the first-grade line plastic arts class, the teacher asked the homework to draw the head of a female classmate. There are always some students who want to draw a male classmate, some want to draw their own father, and some even want to draw a panda. Let's analyze the thoughts of these students and ask those who draw male students, and think they draw better; I asked to draw my father, because he is the most familiar and can draw an image; Students who ask to draw pandas may be confident, afraid of drawing a bad head and want to draw their own specialties. If the teacher flies into a rage at this moment, does not do his homework according to the teacher's requirements, and unreasonably interferes with classroom criticism, it will dampen the students' enthusiasm for painting. Therefore, we should give them the freedom to create and let students draw what they like first. Interest will often produce "phased" results. We should seize the achievements made by students, give them timely praise and affirmation, and then draw the homework assigned by the teacher, so that students can win and make progress. Only by understanding students' psychology and guiding them correctly can teachers cultivate their interest and improve their innovative ability.

Second, change the concept of teaching, improve aesthetic awareness

Due to the limitation of rural teaching conditions and the difference of teachers' level, the art education in rural areas is uneven, and the personal consciousness of art teachers is also different. Our art class is not to train students to be painters and artists, nor to cope with a class or to think that it is just to coax children to play. The world in students' eyes can never be described at the same level as that of adults, because most of their visual images are a combination of intuition and imagination. Only with the growth of age, the accumulation of knowledge and the improvement of skills can it gradually become the reappearance of intuition and understanding, and it is possible to become an active re-creation. It is necessary to cultivate sentiment, cultivate students' various abilities and improve aesthetic consciousness in the learning process. So in classroom teaching, don't use too high a standard to evaluate students. It depends on whether the painting truly reflects the students' inner feelings and whether it has a unique and novel performance. More positive compliments and less condescending accusations. The change of ideas is the guiding ideology of teaching. First of all, teachers should not be aware of minor courses, and art is an unimportant course. Art is connected with other disciplines, permeates all disciplines and is reflected in daily life. Teachers should change their ideas and constantly improve their own aesthetic ability, so as to cultivate students' interest in art, improve students' aesthetic knowledge and consciousness and achieve the purpose of aesthetic education. Third, change the classroom teaching mode, start with interest and improve creativity.