Suggestions for effective teaching in elementary art classroom

Classroom teaching is the main form of implementing education in school, an efficient and orderly class should be alive and not in trouble, that is to say, the atmosphere of the classroom should be relaxed, the students' thinking should be active, and they should be quiet, careful, and patient when they are creating and expressing themselves. The following is my suggestions for you to organize the effective teaching of primary art classroom, I hope to help you.

First, let the students learn in the game

In the process of teaching practice, I found that the students love the game activities introduced into the art classroom teaching not only to increase and active classroom atmosphere, but also to improve students' interest in learning, stimulate students' observation, imagination, creativity, and enhance the students' spirit of solidarity and cooperation. Game teaching can make the learning process become easy and active, so that students in the play learning, learning to play, can promote students to learn new knowledge, new skills, to adapt to the needs of the times.

? Games? is an activity that students like, can meet their needs to play and move. So teachers should fully explore the potential game ingredients in the materials, the use of game teaching to promote students to complete the learning task more smoothly. Such as my teaching in the second grade "ink game" a lesson, in order to break through the traditional boring ink painting teaching, I have targeted the combination of music designed to play the teaching links, inducing their creative inspiration.

I first led the students into the first game ? With the lines to dance? I? struck while the iron was hot? , played the cheerful "Horse Racing Song", so that students in a warm and joyful atmosphere, listening to the music to draw ink lines, the students feel the sound of horse hooves galloping grassland music image, while passionately drawing on paper, and in the game unknowingly experience the ink color changes, creating a vivid image of the picture.

In the warm and joyful atmosphere of the game, the students' active thinking broke through the field provided by the teacher, and grew wings of imagination, soaring freely in the boundless space and time. For example: the first grade art textbook in the "cartoon cartoon" this lesson is a set of painting, cutting and pasting, production and performance as one of the integrated learning form. I prepared a few Donald Duck, Mickey Mouse, Altman and other content masks before class. In the classroom, I invited a few students to the podium and put on the masks, so that they are free to do performances. This not only enlivened the classroom atmosphere, but also stimulate students' interest in learning. After the students finished the work, I created a situational game? Classes to open a masquerade, please children wear their own handmade masks to perform, and further enhance the students' interest in learning art. Another example: teaching "I designed the bag", the ordinary paper bag pasted eyes, mouth, ears, etc., so that they all become a cute kitten, doll. Students in the completion of the production, are particularly excited, I organized the students to hold a beautiful bag show show activities, let them carry their own production of the bag in the class to walk the stage, to the class to show their work, enjoy the joy of success. In this way, not only make them have fun, but also enhance their interest in learning art.

It has been proved that, driven by the interest in the game and the role of the game atmosphere, greatly enhance the effectiveness of the students of the game teaching content, related knowledge and skills learning, more diligent to the game activities arising from the relevant issues in the thinking, so that it achieves twice the result with half the effort.

Second, art classroom teaching focus on multiple evaluation

Our teaching can not be regarded as a simple knowledge of learners as recipients, but should be seen as knowledge explorers and discoverers. Evaluation has the function of promoting the development of students, teachers to improve and improve teaching practice. Therefore, the evaluation of classroom teaching should not only focus on the results, but also on the process. The way teachers evaluate students' learning directly affects students' attitudes towards learning art and learning outcomes, which can frustrate students' motivation to learn and lose their interest and confidence in learning art.

In the usual elementary school art teaching, the face of student performance, art teachers often give the assessment is:? You said very good? Thinking good? Drawing is too good? For students' art work, most teachers rely on their subjective impression and hastily award a grade before the end of the class. Excellent? Good? grade, or a score. Occasionally pointed out a few students who drew well, hoping that we learn from them, not praised by the students feel lost. Where does the problem lie? It is not the teacher's professional ability, nor the students' learning attitude, but the monotony of ? One person evaluation, one evaluation, one standard evaluation? Classroom teaching evaluation.

Evaluation requires a variety of conditions, but one of the most basic, prerequisite issue is the close integration with the process of art classroom teaching, if there is no such base, evaluation can not be discussed. In the preparation of the lesson, we have to understand the characteristics of the students, in the understanding of the textbook at the same time, we must understand the students, according to their characteristics to choose and arrange the evaluation of the way to provide the conditions for evaluation.

In homework correction, the teacher is not in a hurry to give the students' exercises graded, but the first production with encouraging language to guide.? The first to recognize and then correct? This is our common evaluation method, this method from the child psychology, so that students are happy to accept. Your character modeling is really good, not many people can match, but if you add some smiles to him, it will attract more viewers. Your drawing of this little child is really enjoyable, if you add some other little friends around him, he will be very happy, do you like many children to play with you ah ah ah, your hands are really clever, this little rooster is you do? You are great, think about it, if you put a flowery dress on the rooster, he will be very thankful to you? Through your picture, your classmates know that you have used a lot of brain power, and if you can handle the picture more cleanly, you are a model for them to follow.? Let encouragement light up the children's self-confidence, let the point of enlightenment wisdom, so that the teacher really become the children's learning guide.

In the usual teaching practice can be aimed at individual differences in students, try to use stratified evaluation, the effect will be better: the insights of superior students unique, the use of ? The new style of labeling? The first thing you need to do is to make sure that you have a good idea of what you're doing. New ideas? ; on the general insights of the middle students, the use of? affirmative? to encourage the intermediate student's general opinions. correct answers? For a struggling student's incorrect insights, use? Empathy? Evaluation, with an approving gaze, a tolerant smile, and kind gestures, to convey the message of "You are making progress? You have made progress? information, more thumbs up, less thumbs down, so that each student in their own runway to move forward. Xin Haibin children in the "painting trees" class, other children have painted colorful, fruit-filled woods, but his picture gray, messy, students said: ? His picture was gray and messy. The classmates said: "It's ugly", and I said: "Xin Haibin observes things carefully. Xin Haibin observes things very carefully, you see he used extremely simple oblique lines to draw the wind-blown slanting trees, scattered dots are blown up by the wind sand, he drew is the sandstorm attacked the woods, great. The teacher's affirmation increases students' confidence and gives them more space to think and expand their appreciation.

Begin to establish the elementary school art homework long into the bag to consolidate the view of art learning. Students throughout the semester's work and their own handy, can be put into the growth of the bag, the teacher every week or even a month to retrieve a check, each time there is a review of the records and comments, often exchanged with each other to write comments, so that they can appreciate each other, each other's evaluation, the teacher from the inculcation of the correct aesthetic standards, to cultivate students' good aesthetic ability, which will make the students' ability to improve the evaluation of their studies. The use of growth record bag students learn the strengths of others, see their own shortcomings, and constantly improve the aesthetic learning ability, in the process of aesthetic formation will learn to self-modification of art assignments, students of art learning progress is very effective. Let students show their art work bag the whole process, combined with the students' display, performance ability, the ability to cooperate with others, the ability to evaluate and improve each other, are as a comprehensive evaluation of students' learning ability standards, art work growth record is not a lesson evaluation, but the whole period of the tracking of the students' learning ability, there are teachers' feelings and students' own insights and comprehension, through the small art Through a small art homework growth bag, it is convenient for teachers to understand and control the development of the students taught by the coherence, at the same time, the students are also clear about the differences between themselves and others so as to consciously shorten the difference with others.

Third, pay attention to the teaching of cooperative learning

The new curriculum from the perspective of promoting the development of students, advocating independent, cooperative, inquiry learning style. One of the group cooperative learning is the new curriculum to achieve a change in the way students learn the focus of each student to provide communication and performance opportunities, so that each student in the discussion of the issue, the exchange of development of their own thinking, so that students in the hands of the production of students in the development of the spirit of collaboration, to create a loose and free learning environment, to promote the students to learn to learn, learn to interact with the effective way of constructing an effective classroom teaching. Group cooperative learning is a kind of teaching activity with group activities as the main body. Group cooperative learning is a peer-to-peer mutual cooperation activity. It is created through the creation of ? Homogeneous group, heterogeneous group? The group form to change the traditional teaching structure, the purpose of which is to promote mutual assistance and cooperation among group members, it changed the traditional classroom teaching to individual performance as the standard, to the individual student as the object of the reward practice, thus changing the classroom teaching of the student members of the competition-based interaction between the members of the promotion of mutual assistance and cooperation among members of the group, so that the students do their best in their respective group activities to get the maximize their development. So that each member not only to learn the required knowledge, but also to care and help other members of the group to achieve success. In short, group cooperative learning, cooperative activities of group members as the main body of the group's goals to become **** the same standard, to the overall performance of the group as the basis for evaluation and reward of the teaching strategy system.

In the art of teaching cooperative learning, first of all, teachers should be guided by the method, so that students deal with the division of labor and cooperation, the collective and the relationship between the individual; secondly, it must be clear: Cooperative learning is not the only way for students to learn, depending on the content of the teaching, appropriate to carry out; and, to be used flexibly. As long as this is the case, in order to make students cooperative learning process at the same time become its learning ability to improve and the formation of correct emotional attitude and values of the process, and truly promote the overall development of each student