"Compulsory Education Art Curriculum Standards (2011 Edition) Interpretation" pointed out: "Teaching means, also called teaching technology, is a tool for teachers and students to communicate information, media or equipment, and the techniques and methods used. With the development of science and technology, Teaching methods have gone through five stages: oral language, words and books, printed textbooks, electronic equipment and multimedia network technology. "We are in the stage of teaching multimedia network technology, modern teaching methods such as video recorders, projectors, computers, etc. as visual aids. Applied to the teaching of art subjects not only reduces the difficulty of teaching, but also stimulates students' interest, but also broadens the knowledge of students and improves the quality of teaching.
First, show rich pictures to help students broaden their horizons
Compared to other courses, art classes are more attractive to students because they are largely attributed to interesting pictures in the textbook. The picture contains many moving stories, beautiful legends, profound philosophies and certain art skills, which enable students to grow their knowledge and broaden their horizons. The picture occupies a large proportion in the entire art book. Each class illustration has its representativeness. It is not only suitable for the subject, but also suitable for students of this age group. Therefore, in the classroom teaching, students should be allowed to appreciate the book. Pictures, but also use multimedia to carefully prepare extra-curricular drawings, broaden students' horizons and improve students' aesthetic ability.
The first edition of the 美术版 art textbook, "The Vehicle of the Future", can be used to let students know about solar cars, multi-function cars, and multimedia courseware to showcase various new modern vehicles such as hovercrafts and maglev trains. By displaying pictures, students can more intuitively understand the function and styling characteristics of the vehicle and increase the students' knowledge. Later, we can also display imaginative student works, such as cars for sea, land and air, children's cars with shoes, and taxis for durians. They inspire students to use exaggerated and distorted methods to paint the daily necessities. . In short, vivid pictures can not only cultivate students to seek different thinking, stimulate creativity, but also greatly stimulate students' creative enthusiasm.
Second, the use of interesting videos, easy for students to capture image features
Movies and videos are very popular among students. Introducing them into the classroom can cultivate students' observation ability, enrich students' image storage, and help students capture image characteristics. For the characters or animations that the teaching content requires to be demonstrated, teachers can use projections, videos, etc. to quickly and intuitively reproduce them in the classroom through dynamic pictures and music rhythms. For those who need students to master the dynamic characteristics of the characters, teachers can use video recording. The functions of pause, playback, etc., reveal, emphasize, preserve and restore images, fully mobilize the senses of students, and help students quickly capture the character's styling characteristics.
In the class of the third edition of "The Unforgettable Cartoon Story Image" of the 美术版版教æ, I played a series of Chinese and foreign cartoon stories such as "Little Owl Looking for Mom", "Monkey Fishing Moon", "Snow White" and "Nine-Color Deer" in the class. The film's fragments, through the dynamic images of expressions, movements, color changes, etc., let students recall the characters in the story of clever children, kind princesses, brave fighters, etc., and let students choose their favorite storyline, the corresponding characters and The scene is drawn. This kind of teaching method has greatly stimulated students' interest in learning. The students in the whole class are interested and the classroom atmosphere is very active. When I teach the first edition of the 美术版版教æ, "Today I am worthy of the day", I play a pre-recorded image in the class - "Yi Risheng", let the students review the tasks they have to complete on the date, so that the students are writing There are questions to draw when you work. At the same time, in the process of playing video, guide students to carefully observe a series of movements and expressions such as sweeping the floor or wiping the window, and use the pause function of the video to let the students carefully analyze each movement to deepen their understanding. Through the projection to demonstrate the dynamic drawing of the characters, first draw the character dynamics with a stick figure, then draw the character costumes and character expressions, and finally paint. Through teaching, students can quickly grasp the method of drawing character dynamics, and combined with their own life experience, draw a lively and lively scene.
Third, close to life, quickly understand the phenomenon of art
The "Arts Curriculum Standards" states: "The content of art courses should be closely related to the life experience of students." This shows that primary school art education is not professional art education, but life art education. Art education is not the instillation of knowledge, not the cloning of skills, but learning as a cultural life. It is rooted in life, expressed in life, praised in life, applied to life, and oriented and enlightened in life. Although the art class does not need to remember the theoretical knowledge like other courses, if you can deepen the student's impression in the classroom and let the students easily remember the key points of knowledge, it is even better to "recognize art in a wide range of cultural contexts, pay attention to art courses and The close relationship of student life experience" requirements.
When teaching the ninth volume of the art textbook "The Vehicle of the Future", the simple and easy conversation, asking students about the transportation when they go to school, will help to quickly enter the classroom theme, so that students can understand the course content. When explaining the speed of the maglev train, the concept of the number representation of the students is rather vague. Therefore, the speed of the maglev train can travel 500 to 600 kilometers per hour, which is expressed as “10 hours from Nanchang to Shanghai. It takes five hours and twenty minutes, and the maglev train can arrive in more than an hour." Using the speed of ordinary trains, trains and maglev trains, students can easily understand how fast the magnetic levitation is. The second edition of the 美术版Art Textbook, "Beautiful Butterfly", when talking about the size of the world's largest butterfly and the smallest butterfly, if only 30 cm and 16 mm are used, it is for the first-year children. It's hard to understand, if you switch to a wall tile in our classroom that is about the same size and our thumb cover is so small, students are more likely to associate and compare. In the sixth volume of "Cutting and Cutting Music", in order to let students understand the symmetrical graphics, a set of symmetrical graphics can be presented. Students are asked to find the regularity of the graphics, and if the graphics are folded along a straight line, the two parts can completely overlap. Such a figure is called a symmetrical figure. In order to consolidate this knowledge point, students are asked to find some symmetry in the classroom. Students quickly find that the blackboard, the podium, the doors and windows, the chandelier, the fan, etc. are all symmetrical.
Art is an important part of human culture. It is inextricably linked with all aspects of social life. Through art courses, students can understand that art courses are closely related to life, close to the actual life of students, and will be more easily accepted and understood by students.
Fourth, the use of the story of the picture book to create a fun teaching situation
Every student loves to listen to stories. They listen to stories while storing picture memories in their minds. The pictures in the picture books are mostly from the hands of painters and illustrators. Students can read picture books and provide powerful paintings for their paintings. Memory library, and subtly improve their art literacy. Picture books usually have a complete storyline. The storyline often creates an interesting scene. This scenario allows static knowledge to flow in dynamic situations, making each student more interested in understanding concepts.
The first volume of the "My Little Picture Box" in the first edition of the textbook is a starting class for students to know art tools. In addition to letting students know the names of colored pens, crayons, gouache, color lead and various colors, I specifically emphasized the most commonly used crayons in the classroom. In order to further improve students' interest in crayons, and to better understand their use methods and effects, I tried to bring the book "Crayon Black" into the art. classroom. The crayon in the picture book has arms and legs, plus rich expressions, expressions, and movements. It attracts the attention of the students. "The realistic yellow hot pen jumped out and painted the butterfly. Later, the pastel crayon and the red crayon also painted the cosmos. And tulips...", through the continuous deepening of the storyline, introduce students to the correct name of each color, and intersperse the basic techniques of basic painting and crayon flat coating and gradient coating. "A variety of colored crayons were messed up and made a mess. At this time, the pencil brother asked Xiaohe to paint the painted paintings completely black, and then scraped the black wax with a pencil tip to reveal the wax on the paper. Under the traces, the clothes were finished in a crayon-painting form, and beautiful fireworks appeared." The whole story gives students a more intuitive feeling about the characteristics of the crayon and the effect of scratching. Even some students change the method of monochrome flat painting in their homework, boldly try the color mixing of the oil pastels, and explore the method of scratching. The story of the picture book stimulates the students' interest in the research of art tools, and the explanation in the situation reaches the teaching goal of the inquiry tool of this class. The second edition of the textbook "Funny Face" can introduce the image of the analogy of the analogy in the picture book "My Dad" and "My Mother", and introduce the new ideas of creation. The seventh edition of the textbook "Flower Stroke" can be Select some of the illustrations in "The Hens Going for a Walk" to let students feel the organization and arrangement of the lines, and then submit them to free creation.
5. The creation of the object to stimulate the participation of students
The new curriculum standards pay great attention to the connection between art and real life. Encourage students to use their knowledge and skills to beautify their lives, to stimulate students' motivation from the perspective of learning and to pursue the artistic life of student life. To this end, in teaching, we should pay attention to let students contact life to explore art knowledge, live the art problem, and truly experience the concept of “from life, living in life, for lifeâ€, enhance students' application awareness and improve The enthusiasm of the student creation method. A red-necked scarf gallery with a variety of excellent paintings, a golden key propaganda column that reflects the characteristics of the class, a variation of the art on the wall of the classroom wall, and small decorations made of waste materials placed in the fun corner. It is a stage where students show their creative talents. In the art class, you can make full use of this display platform to stimulate students' creative passion.
Such as the èµ£ version of the art textbook, the fifth volume of the "active schedule". The curriculum is familiar to the students. It is accompanied by students every day, reminding them of the daily curriculum, but the curriculum they usually see is mainly flat, and the students guide the students to design abstract three-dimensional. The curriculum, in addition to using different signs to represent different subjects, can also be used to distinguish different courses with different colors, so that people can see at a glance. Through a large number of interesting curriculums, students are guided to imagine the form and form, inspiring students to create interesting and beautiful curriculum. After the class, the students submitted a variety of homework, the curriculum has a flat, three-dimensional drawing, interspersed, upright flip and so on. The shape is simple and atmospheric, and some are designed in the shape of the sun, symbolizing their vibrant age; some are designed into a variety of cartoon shapes. The novel curriculum marks are also endless. The art class is represented by a palette of three primary colors. The music lesson is represented by the staff and the beat notes. The physical education class is represented by a ball, the science lesson is represented by a test tube, and the mathematics lesson is represented by a simple number. English classes are expressed in English letters and so on. These vivid, visual, colorful forms are much more interesting than the paper version of the curriculum!
After the class is over, after the students vote, the most distinctive curriculum will be posted in the classroom. Such teaching activities not only cultivate students' design literacy, improve students' hands-on ability, but also satisfy the experience of the “appropriate use†learning concept proposed in the art curriculum standards. It is also a unique scene of the humanities campus. In the eleventh volume of the "Application of the Logo", on the basis of the students mastering the design marking method, we contacted the actual life, took the bad phenomenon in the campus environment into a photo for the students to watch, and stimulated the students' creative consciousness. Students can design a logo for the school from the actual life, in order to remind everyone to regulate their words and deeds; "Lenovo of the text", through the students to design unique fonts, the class red scarf gallery, blackboard newspaper becomes different. Combined with the actual life of students, it not only enables students to comprehend the unique value of art, but also stimulates students' creative enthusiasm. At the same time, it also cultivates students' ability to observe life, express life and beautify life. In short, the art class is not to complete the teaching task, but to use effective teaching methods in a limited classroom time to allow students to learn how to express and create, and improve art literacy. If our teaching activities can make students expect and have irresistible appeal, then this is definitely a very effective teaching method. Only by constantly rethinking and constantly adjusting, reforming and innovating their own teaching behaviors can teachers make their teachings full of vitality and improve the effectiveness of teaching.
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