What changes have taken place in art teachers after the new curriculum reform?

First, the change of educational concept.

In my study career, teachers pass knowledge from high places to low places like flowing water, which is characterized by what Han Yu said: teachers preach, teach and solve doubts. Teachers are the masters and interpreters of knowledge, while students are the receivers and storers of knowledge. Without teachers' output of knowledge, students will not accept knowledge, and students will not have the right and opportunity to choose freely and learn independently. In the process of implementing the new curriculum and teaching new textbooks, teachers should no longer be the instructors of the curriculum, but should become the developers and creators of the curriculum.

1. Reasonable processing of teaching materials

Textbooks are the basis of classroom teaching, the hint of teaching content, not the whole teaching content. There are some differences in learning level among regions, schools, classes and individual students. Therefore, it is impossible for a unified set of teaching materials to adapt to all students. For these, teachers can let go of their hands and feet and delete, process and recreate them according to their professional level and the actual situation of students. In the sixth grade "Architecture and Environment", the teaching goal of this unit is to initially understand the different style characteristics and cultural and historical connotations of famous Chinese and foreign buildings, learn to appreciate architectural art, and express their feelings about architectural art in the form of words, sketches and imaginative architectural design. The new curriculum has given me a lot of room to expand. According to the actual situation of our students, I have active thinking, rich imagination and broad vision. In addition to introducing architectural styles and characteristics to students, teachers can also teach students to sketch school buildings from the landscape in their homework, thus developing a landscape sketch course. Instead of forcibly instilling a certain composition method, teachers break the students' mindset, change the perspective, deliberately change the spatial level and perspective relationship, and guide students to try to break through this fixed composition mode, strive to innovate, and have high enthusiasm and diverse homework forms. This course not only enriches.

2. Reorganization of teaching materials

Nowadays, textbooks are all in the form of units, and each unit can be divided into several subheadings. Each lesson in this unit is interrelated and independent. Different from the previous textbooks, the content of each lesson in the new curriculum unit is not fixed. Teachers can teach according to the course sequence arranged in the textbook, or make corresponding adjustments according to their own understanding of the textbook. In the next semester of Grade 6, Unit 5 "Product Modeling Design" and Unit 9 "Turning Waste into Treasure" create three-dimensional works by using the shapes and characteristics of waste materials, and then find design problems from the works, find the breakthrough point of product design, analyze the products in an orderly way, draw sketches and make three-dimensional modeling works. There are many ways to integrate teaching materials, and teachers can arrange teaching contents according to their own design ideas and students' characteristics.

3. Interdisciplinary integration of teaching materials

Over the years, school teaching has been carried out in different disciplines, and teachers are also "single-type" and do not involve other disciplines. Facing the new curriculum. It not only emphasizes the integration of related courses in the field of art learning, but also emphasizes the integration of courses in this field with other learning fields such as humanities, science and technology. In the unit of "paper utilization and decoration", only students can make plane and three-dimensional composition, which can not achieve excellent results. The teacher asked the students to collect waste paper, newspapers, calendar paper, wrapping paper and so on to make clothes to wear, which reflected the creative design of paper and its artistic application in life. Then let the students perform sketches or fashion shows with their own music according to the characteristics of clothes. Music, drama, dance and even make-up are all added to this class, which will achieve good classroom effect. Another example is the sixth grade "looking for highlights" lesson. I skillfully combined Chinese subjects and created a small work with a poem and idiom.

Teachers must constantly learn new knowledge and understand other subjects, so as to enrich the teaching content and improve students' interest.

Second, the change of teaching methods.

1. Changes in organizational forms

The traditional teaching method is "textbook+blackboard+chalk+template painting", and the class teaching system is the main teaching organization form. After the new curriculum reform, the teaching organization forms are diversified, and the application of modern information technology provides people with flexible teaching organization forms, which are no longer limited to tangible classrooms, and the space and time of teaching activities have been expanded. Teachers can use computers to guide students to design signs, posters, greeting cards and covers, and they can also use computers to draw pictures, which requires teachers to skillfully use various audio-visual equipment and make related courseware, and integrate voice, image processing and audio-visual technology.

2. The change of teaching mode

Guidance is the key to teaching, and enlightenment is the key. The teacher handed the key to the students and let them open the door of knowledge by themselves. What students can say, the teacher doesn't say; What students can do, teachers don't do; Teachers don't talk about what students can learn. Try to let students observe and find problems, question problems and creatively find solutions. In the first lesson of grade six, "Know the rhythm of lines", I asked students to draw their favorite lines on the blackboard and give reasons. The students rushed forward and drew lines with different rhythms. The teacher introduced the topic again, and the students understood the class content well. Sketching flowers in class is a pleasing thing. Guide all students to participate, let students become the masters of the classroom, and give full play to their creativity.

Third, the change of evaluation form.

Traditional art homework evaluation is the teacher's decision. Students always think that art homework is good or bad. In the new curriculum reform, the evaluation of art homework is diversified, including students' self-evaluation, students' mutual evaluation and teachers' evaluation Teachers should pay attention to in the evaluation:

1. More encouragement

Students' homework must be very different, because their own hands-on ability and understanding and acceptance ability are different. Whether it is good or bad, we should take encouraging measures to improve students' self-confidence and interest. Teachers should discover the advantages of homework as much as possible, give guidance and inspiration, encourage and support students' good performance in time, and make students easily interested in art classes.

2. Multi-form

There are about three forms of art homework: thinking homework, painting homework and manual homework. All forms should be treated specially. When evaluating thinking homework, teachers should not ask too many questions, because middle school students are influenced by knowledge and age, so it is enough to express the general meaning when answering questions. When evaluating drawing assignments, teachers should mark out the problems or make appropriate changes, which is much more practical than empty preaching. When evaluating handmade works, we should praise more works with fine workmanship and creativity.