How to change the dilemma of art classroom teaching in junior high school

(A) the effectiveness of innovative teaching methods

In the past, some people always thought that art class was that the teacher hung a template painting on the blackboard for students to copy. So some people call art class "painting class". Of course, we can't deny that some teachers do this, but it's not hard to imagine how boring teaching methods can stimulate students' interest in learning art for a long time. In contrast, when American students study art, teachers often don't set patterns or templates, so that students can freely "compose" in the process from real life to inner imagination. Its purpose is to guide students to participate "attentively" and truly express self-correction. Make young students' curiosity and self-expression psychology satisfied, and their interest in learning art will rise. Therefore, teachers adopt vivid teaching methods (such as multimedia and manual production) in teaching content. ), so that teaching activities remain novel, thus continuing students' interest in learning.

(2) Effective design of learning and teaching environment.

The scientific design of teaching environment is the key to directly reflect the effectiveness of learning. The design of teaching environment should consider not only teaching materials but also students, and have similar understanding of students' cognitive ability, learning interest and evaluation ability. If it is too difficult, students' interest in learning will gradually decrease. If it is too easy, students can't learn new knowledge and skills, which is also ineffective learning. For example, in the course "Spirit of Meizhu", I said that classroom design is a form of competition, and you can get competition points by answering questions and answering questions, showing students the advantages, quality, technical steps and other basic knowledge of Meizhu. The classroom atmosphere is warm and students are interested in learning. Finally, I selected excellent works of Mei Zhu, which made students feel that they were "playing" and unconsciously learned and mastered some basic painting skills of Mei Zhu, thus improving their study.

(C) the effectiveness of interest in learning

Russian educator Tolstoy said: "Successful education needs not coercion, but arousing students' interest. "It can be seen that cultivating students' interest in learning is an important condition for successful teaching. For middle school students, their age is a changeable stage, so it is necessary to cultivate their strong interest in learning, so as to improve the effectiveness of learning.

I used to have a lot of students who had a narrow understanding of art subjects and thought that art classes were dispensable. So I often do some so-called main homework quietly in art class. In view of this situation, I can never stop it rudely. What should I do to "collect" their hearts through the guidance of teachers? The quickest, best and most direct way is to cultivate their interest in learning first, let them participate through various classroom means, encourage them to enhance their self-confidence and gradually improve their interest in learning, so as to improve the effectiveness of learning.

(D) the effectiveness of autonomous learning

Some educators have put forward an educational theory of "emphasizing foundation, self-study and methods", which I think is very practical and it is very important to cultivate students' autonomous learning. In artistic practice, innovation is its soul, and only innovation can make art alive. Therefore, art teaching must not be "rote learning". As an aesthetic education worker, he is the guide of learning. He must not simply explain the basic techniques and steps, but should guide students to exert their imagination and creativity in a timely manner, so that students can actively find, think and solve problems. For example, in the lesson "Light and Light", I asked two questions first-what is light? What does a lamp have to do with light? Let the students discuss in groups, write the results of the discussion on the blackboard, and the group leader or group representative will make comments. Let the students actively try to distinguish different lights and make various lights, and then the teacher will give guidance on different problems. Finally, let students create works and think for themselves about how to show this or that effect. In this link, teachers should patrol and guide, praise and encourage students, and improve the effectiveness of learning.

(E) the effectiveness of cooperative learning

Cooperative learning is an organizational form of learning, that is, knowing that students accomplish the same tasks in teamwork, with a clear division of labor and helping each other learn. Cooperative learning should have positive mutual support and cooperation, positive communication and mutual trust among team members, cooperative treatment of individual works, effective evaluation of the results of the same activity, etc. I think cooperative learning is an effective way of learning. For example, in the "Garden" class, in the process of students' design, I ask students to cooperate in groups, prompt them to discuss what topics, and define the division of labor after determining the topics. The enthusiasm of the students is very high, which is an excellent embodiment of a very creative cooperative learning group. When I saw their works, I was really surprised at their ideas. In the actual production process, students not only mastered the production methods and steps, but also cultivated their team spirit and sense of competition.