Characteristics of primary school students' art learning

(1) Physiological development characteristics of primary school students

Pupils are in the stage from infancy to childhood, which is the most characteristic stage of children's painting.

Physiologically, the nervous system of primary school students develops rapidly, and the frontal lobe is significantly enlarged, which is of great significance to the development of higher nervous activity, but the function of the nervous system to control small muscle groups is not yet mature. What is directly related to children's art learning is the development of hand joint muscle sensation. The carpal bone (the end of tubular bone) of 7- 12-year-old children has not been combined with diaphragm, and the ossification process has not been completed. Children's hand muscles are also developing and their muscle strength is increasing. From the age of 7 to 12, their grip strength can be doubled. The development of large muscle groups precedes that of small muscle groups, the accuracy and flexibility of hand movements are increasing day by day, the ability of brain, eyes and hands to coordinate movements is gradually formed, and the drawn images are more and more detailed and in-depth, but they are far from mature, and they are not qualified for subtle and lasting work.

(2) Characteristics of pupils' cognitive development.

The whole psychological process of primary school students still retains many unintentional, perceptual and figurative image characteristics.

The cognition of elementary school students in lower grades is general and inaccurate. In terms of color vision, if the sensitivity of 7-year-old children to color difference is 100%, the sensitivity of 9-year-old children can be improved by 45%, and the sensitivity of10/year-old children can be improved by 60%, which is the fastest development. The color vision ability of girls is slightly higher than that of boys. The visual sensitivity of 7-year-old children grows fastest, and the visual adjustment ability of primary school children also develops rapidly, especially at the age of 10.

Junior students often rely on experience or interest when observing pictures, specimens or objects, which is easy to get away from the purpose of observation. Students in lower grades often show general, imprecise and comprehensive characteristics about shapes, and the images they draw are symbolic. The perception of shape and size of middle and high school students has been developing continuously. Some students began to realize that painting is different, which also shows that the level of perception has developed, but the ability of painting can't keep up. The concept of orientation of junior students is vague, and there are also phenomena of "transparent painting" and multi-dimensional space. Only when they get to middle school can they master a more objective orientation.

Primary school students' leading activities have shifted from games to systematic cultural learning, and intentional attention has begun to develop, while unintentional attention still dominates. The attention of junior children mainly depends on the intuition, image, situation and students' emotional state of teaching. The continuous concentration time is about 20 minutes for children aged 7- 10 and 25 minutes for children aged 10- 12. Because of the intuitive and vivid characteristics of art teaching, it can often maintain a long stability. Students in Grade 4 and Grade 5 began to pay attention to the internal relations and essential characteristics of things. Among all kinds of attention characteristics, attention span is the earliest development of children, and attention distribution and attention transfer have made great progress, which provides psychological guarantee for primary school students to observe, evaluate and appreciate art homework, and also makes them react quickly and act quickly in art activities.

In terms of memory, the memory ability of children aged 7-8 is not much different from that of children, while children aged 9- 1 1 can remember more than twice as many materials as children. Pupils' unintentional memory and mechanical memory have obvious advantages, while intentional memory is gradually dominant, and vocabulary and abstract memory develop rapidly. Positive emotional experience and vivid images have great influence on the quantity, speed and retention of memory.

The primary school stage is a major turning point in the development of children's thinking, from concrete image thinking to abstract logical thinking, but this abstract logical thinking is still related to perceptual experience and concrete image, which is very beneficial to the art teaching of primary school students. There will be a leap or qualitative change in thinking between 10 and 12 years old, which is related to the "youth crisis" in art teaching. Pupils gradually transition from loud thinking to silent thinking, learn to adjust, examine or demonstrate their own thinking process, and the consciousness of abstract thinking begins to develop, initially possessing the complete structure of human thinking development.

Systematic education has made new progress in primary school students' speaking. The spoken and written language of primary school students has developed rapidly. Compared with oral vocabulary, written language has more advantages in the fourth grade or so. In addition, the teaching of grammar knowledge and the increasing complexity and development of internal language have developed rapidly in senior grades. They begin to learn to analyze and think about what they want to say and do as the object of thinking. Active artistic activities contribute to the development of speech.

The imagination of primary school students in lower grades is obviously unintentional, recreated and imagined. After the middle and high grades, the intention and purpose of imagination increase rapidly, while the unintentional imagination decreases gradually, but it still works; The reconstruction of imagination gradually decreases, while the creation of images becomes more and more obvious, so senior students can imagine things that they have never seen in direct experience; Imagination is more realistic, from fairy tale fantasy far away from reality to realistic fantasy. Modern children's lives and experiences are more colorful, influenced by books, magazines, fairy tales and science fiction films in film and television culture. Their imagination is much richer and more active than that of children of the same age before, which makes their art homework more imaginative and creative.

(3) Personality characteristics of primary school students

Pupils' interest goes from shallow to deep, not only staying at the superficial phenomenon of things, but also being interested in the causes, results and internal relations of things, that is, actively seeking knowledge, and their interest begins to be stable, rich and indirect. The interest characteristics of primary school students are: from being interested in the learning process to being interested in the learning content; Gradually produce the differentiation of interest; Began to be interested in the knowledge of abstract causality; The role of game factors gradually decreases after middle school.

Primary school students' emotional stability and control ability are gradually enhanced, while impulsiveness and variability are decreasing, but emotions still have a great influence on learning activities. The content of emotion is getting richer and deeper, and the beauty of reason and morality begins to emerge and develop. They began to care about the "what" and "why" in the subject content and its broader fields (such as literature and art, science and technology, etc.). ); We began to judge people and things by certain moral standards. The sense of responsibility, obligation, friendship, collectivism and patriotism have made new progress, but they are still direct, concrete and vague. The aesthetic concept was initially formed. When they look at pictures and works of art, they can pay attention to people and stories, and then evaluate beauty and ugliness, but they still don't care much about their artistic level and value.

Pupils are weak-willed, but at the request of teachers, in purposeful collective art activities (such as sketching and creative process), they can produce strong self-control ability and insist on completing complex learning tasks.

The temperament and personality of primary school students are gradually obvious, and their self-awareness is gradually obvious; Strong curiosity, like imitation, all kinds of abilities are developing actively, which is a period of rapid development and change in both physiology and psychology. Children's physical and mental development provides a physiological basis for primary school art teaching, and successful art teaching will actively promote the healthy development of primary school students in all aspects of body and mind.

(4) the characteristics of primary school students' artistic development.

In the art works of primary and middle school students, there are naive fantasies, simple shapes, gorgeous colors, bold expressive force and various absurd phenomena. Under the influence of good art education, some characteristics will gradually decrease and become mature. However, in the third year of high school, some students' art homework will become stiff, and there will be "anxiety" of "painting is not like", and the phenomenon of "youth crisis" will gradually appear. In primary school art education, we should not emphasize the realistic requirements of art homework, allow different styles such as decoration and performance, and encourage students to paint their feelings boldly and confidently, which may prevent students from falling into a "youth crisis."