Talk about how to effectively carry out elementary school art classroom teaching activities

Primary art classroom is an important position of quality education, but also art teachers to show their personal style of the main stage. Traditional art education is a kind of "indoctrination" and "duck" teaching activities, it has long been unable to adapt to the needs of the times. So, in order to cultivate sound and qualified personnel to adapt to the needs of the times for the purpose of vigorously advocating quality education today, our art educators how to get rid of the traditional art teaching mode of teaching techniques, skills training as the main line of art teaching, effectively carry out elementary school art classroom teaching activities, to improve the charm of the elementary school art classroom teaching, so as to better promote the development of students

It is also important for us to learn the new curriculum concepts of art education. The new curriculum concept of learning and discussion and years of educational practice provides me with the following some shallow views and opinions:

A, fun, learning in the game

In the advocacy of quality education today, a single boring teaching mode can not adapt to the needs of the times and the development of students' psychological needs. Elementary school students are active, playful, curious and other psychological characteristics, "game" is their favorite activities, coincidentally, to meet the psychological needs of their playfulness. "Game" teaching conforms to the law of children's physical and mental development, can well stimulate students' interest and promote the development of their personality and ability. For example, in the teaching of the "masquerade" this lesson, I first behind the scenes to a few students to put on a good mask, and in costumes, hairstyles, props and other aspects of the corresponding collocation, and then asked them to "on stage performance", a "masquerade" feast presented in front of them. In front of them, the end of the show, the students were all excited. I asked them again: do you want to do it yourself and hold a masquerade ball? Everyone answered in unison: yes. The sense of participation and enthusiasm for participation was unprecedentedly high. Later, I then instructed them to do it themselves, everyone involved, held a fun "masquerade". Therefore, I believe that learning in the game, can fully mobilize the enthusiasm of elementary school students, diffusion of student thinking, enriching the imagination of students, and teaching for fun, to maximize the physical and mental pleasure of teachers and students, and promote the development of students.

Two, comparative analysis, improve in the discovery

Contrasting observation - comparing similarities and differences - derive the discovery of the art of teaching and observation and appreciation and performance of commonly used means of comparative analysis through multiple perspectives, can improve the students' < /p>

Knowledge and understanding, appreciation and generalization ability, thinking and performance ability, is conducive to mobilizing the students' sense of participation and enthusiasm, but also conducive to mobilizing the students' interest in learning, so that it produces a deep impression of things. For example, in the teaching of plaster geometry, we must guide students to observe, compare and analyze the size and proportion of the parts of the object itself, and the shape, size, height, front and back position of different objects, etc., repeatedly observe, compare and analyze, and then try to express its most essential features. Another example, in teaching the "big country and small country" lesson, I also guide the students to appreciate, through the "big" and "small" comparison and analysis: and skyscrapers and shoulder to shoulder "clothespin"; take a ladder to climb up. The ice cream that can only be eaten with a ladder; the bug that can carry several children crawling; the water cup that can be swum in? Through comparison, children can analyze the "big" and "small" of things, understand their essence, and enhance their sense of participation. Therefore, I believe that the use of comparative analysis in art teaching is conducive to solving problems, is conducive to mobilizing students' enthusiasm for learning, and is conducive to improving students' analytical thinking and aesthetic ability.

Three, discussion and exchange, growth in thinking

The Art Curriculum Standard divides four learning areas according to the way of students' art learning activities: modeling-expression, design-application, appreciation-commentary, synthesis-exploration, emphasizing comprehensive and exploratory learning, which requires that our classroom teaching must be a change of mode, to integrate the discussion-based teaching into the classroom. Discussion-based teaching is based on heuristic teaching, student-centered, teacher-student interaction, student-student interaction, through discussion and exchange, so that children can actively participate, reflecting the new curriculum concept of student-oriented and teacher-led, which is conducive to improving the comprehensive quality of students. In the usual teaching, I often use the discussion

The teaching method. For example, I teach the "loud toys" a lesson, put forward the following questions for students to discuss: Do you know what will be loud toys? Why do they make noise? Please think about how to make toys that make noise. Through the children's discussions and exchanges, analysis and thinking, the teacher summarizes and comments, the problem of a class will be solved in half, and the rest of the time to leave them to explore the production can be. Therefore, I believe that the discussion and exchange can make students learn to think, can develop students' creative ability and practical ability, help students learn to judge and express, so that students grow in thinking.

Fourth, diversified evaluation, experience in evaluation

The new round of curriculum reform attaches importance to the development, downplaying the screening and selection, and attaching importance to the evaluation of the function of motivation and improvement; focusing on individual differences, realizing the diversification of evaluation indexes; combining qualitative and quantitative, realizing the diversification of the evaluation methodology; participating in and interacting with each other, combining self-assessment and other assessment, realizing the diversification of the evaluation subject; combining summative evaluation and formative assessment, realizing the diversification of the evaluation subject; and combining summative evaluation and formative assessment. The combination of evaluation and formative assessment realizes the shift of the focus of evaluation. The new evaluation method is conducive to the cultivation of students' positive learning attitude, creative consciousness and practical ability and healthy physical and mental qualities and other aspects of comprehensive development, which is conducive to the growth of students in the true sense. In my opinion, as teachers, we should treat every student with sincerity and kindness, respect students' individuality, pay attention to students' differences, understand students' lives, enter students' hearts and minds, and do not take a certain height as a criterion when evaluating, but respect each student's different ways of perception and expression, and the course of growth of his/her life to discover his/her flashpoints, so as to truly realize the diversified evaluation. In my regular teaching, I also pay attention to the use of multiple evaluation. For example, at the end of a class, there is often a work evaluation, I usually use a combination of "teacher assessment, self-assessment, he

assessment" in an equal and democratic interaction to pay attention to the needs of the development of the evaluator, in the communication and negotiation to enhance understanding in the pluralistic evaluation of the reflection and experience, effectively promote the development of the true meaning of students. The students' development in the true sense of the word.

All in all, there is no definite way to teach, no end to the art, the above views and opinions are just some of my personal thinking in teaching practice. In today's society, new things come and go, and the art classroom calls for innovative and effective teaching activities, which force