Handmade art primary research

Chapter handmade art creative space
In teaching, we are often pure skills, skills in the pursuit of monopoly, and this on top of teaching objectives, use it as a measure of teaching art as the ruler or not, in such a motive, under the guidance of teaching, students passively with the back to imitate the teachers, what they observed? Feel what? Understand what? All difficult to find the answer. I think that teaching art, first of all, children should take into account is the accumulation of life experiences, there is no contact of life, knowledge, experience, just as simply can not understand what the structure of the image, how to talk about the creation of this art ? The old art of teaching the syllabus content in more or less divided into painting, create, enjoy 3, the contents of these three boundaries clear, strong independence, for each class, but also set the goal of teaching the cognitive, emotional and skills three , in a large extent, pay more attention to skills, skills training, the students ignored the guidance of the aesthetic experience and education, resulting in students and divorced from real-life environment, and of course is less than comprehensive, interesting enough.
Section I of the active participation of students and interested enough
Traditional classroom teaching art, and many teachers are teaching in dealing with problems, often to students as passive recipients of knowledge from books, teachers in the classroom before the production, rationalize production methods, steps, and in the classroom will be "a model to explain" elementary school art classes as an important link in the "students to imitate the operation, repeated practice, the formation of skills" as a primary art "handmade" The purpose of classroom instruction, teachers as nanny-like take the trouble, and patience to book knowledge, "Hey" to their students. But he failed to learn this art discipline, on the whole the majority of students in subjects like, but each section of the better classes, and students in this class are not interested in how deep the feelings, how persistent long, it is necessary to create interest in students and the students of knowledge "understanding" and "create."
Section II of creative thinking and the limitations of the form
The production of traditional students blindly imitate, innovative thinking is limited. Students do not have first-hand experience, the performance would be to create a certain impact, many of them work in the production of time do think that as long as a norm for books like that is good even if the operation works, and in teaching, the unity of the material, unified operational requirements, the students it is very difficult in the composition, shape, color, etc., as well as the story unfolds to create their own personality, uniform operating results, the lack of new ideas. Fine arts in teaching the new curriculum standards proposed clearly: "Art should be simple to learn skills, study skills levels to the level of art and cultural learning." The new curriculum standards, compared with the old syllabus, the most fundamental changes in teaching with changes in learning styles. Actively advocating the new curriculum standards for autonomy, cooperation, explore learning styles and strive to build an open and dynamic curriculum. The new curriculum standards for fine arts approach to learning from the art, the delineation of a "modeling • performance", "design • Application," "appreciate • Review", "Comprehensive • to explore the" four fields of study. The four learning areas set up in specific courses when the integration is inseparable from each other, a teaching often involves a number of areas, no longer hand-made courses to a simple form, but exists in various forms in each class .
Teaching in the new pay more attention to my students as the main body so as to give full play to their initiative and creativity. An art class can show a wide range of learning outcomes, in the face of a wide range of cultural contexts, we can not simply locked eyes and then skills training, skills, and students should focus on the formation of basic literacy and learning the art capabilities. Now, our new high-grade material is not universal, traditional classes are still hand-made art in our textbooks. Especially in the lower grades in a large proportion of the children at this stage is the creativity and practical ability of the rapid development stage, what is more conducive to teaching students to develop? Old materials in the implementation of new ideas ? I think that as an art teacher can give full play to their creativity, to the old material to put on the "new flower dress"
(1), subject to the "color"
Control of new materials, look at old materials, all of a sudden find that it does not seem to a lively topic. Such as "so small", "origami hat" "Paper Windmill" and so on, for the lower children, interests and hobbies are the same things he was able to persist in the attitude of most. Therefore, to stimulate their interest in learning, we can according to their own teaching needs, and these topics have become more lively and interesting, such as a "windmill turn to you," "beautiful paper hat" and so on, so that the subject consistent with the psychology students features, from the subject told the center of teaching, is kill two birds with one.
(2), focus on internal relations, and form the theme
Art materials for the existing arrangement of the contents of the lack of a holistic phenomenon loose, teachers teaching in specific creative use of materials, in accordance with the teaching need to add content or make appropriate changes, to identify classes and between classes, integrated into童趣rich classes of art activities. Specific teaching in the manual, you can manually create the content of courses specific to the context, and students linked to real life.
Section III free classroom, students
Model student teachers have to do with the traditional hand-made by the general pattern of class, teachers are often held on to the students to move forward, to teach students to take each step, which greatly limits the creativity of students. The new curriculum standards of "student-oriented development" philosophy of education, requiring teachers to students to learn methods of great importance to research, guide students to experience, observation, experience, performance and data collection methods, such as learning self-study with the cooperation and exchange; focused on enable students to learn how to learn, and no longer allow students to learn knowledge. "Education is not taught." Teachers can create opportunities for students to enable students to discuss their own, to explore a variety of production methods, financial analysis, cutting, painting, speaking, playing as one. Secondly, we should pay attention to the linkages between disciplines. New courses to play down the various categories of standards to define the limits of artistic disciplines to strengthen the links with other disciplines, students explore a comprehensive and integrated way of thinking ability. Produced in the traditional lesson of modern education that we can once again, teachers should also be reinforced in an extension of art class.
Chapter II primary handmade art cooperative learning group
Cooperation of our students in the learning process to develop gradually in harmony with people and learn from each other a good atmosphere, but also inspired the members of the group and inter-group between the different members of the sense of competition, it is this sense of competition, the promotion of students use their brains, to think from different angles, using different strategies to seek solution to the problem. The traditional lack of diversity in art teaching, it is difficult in the classroom to improve the quality of students in the integrated arts, in the cooperative learning process, so that students in the production based on the use of headgear newspapers, calendars paper material production to the animal costumes, and wearing their own designed costumes for shows, to enable students to fully experience the fun of the production activities, the ability to increase the overall aesthetic.
Chapter III of the primary school art class teaching manual
Commitment to the arts since the school curriculum reform experiment in the manual in the art of teaching may become more important, in order to change the traditional teaching manual taught students step by step the primary mode of the monotony, I "removed - do -- Play - tours "of the manual mode to try teaching. Practice has proved that such a teaching model used to train the ability of students to practice the spirit of innovation, the development of student thinking. At the same time to guide students in solidarity and common progress and create a relaxed, pleasant atmosphere and to enhance the teaching effectiveness.
First section to find a compromise "law"
Before class, teachers often customary to "I" as the center, in accordance with the conventional step-by-step teaching model to teach students. Only in this way that in order to achieve the transfer of knowledge, skills training purposes.
II, "to do" in by technology
Students learning in the learning process to find partners is necessary. In class so that students may wish to carry out together, "doing" exercise, that is, cooperation in the use of table, before and after the four co-operation, as well as cooperation in the form of men and women to complete operation. For students to complete the task together, allowing each student aware of the importance of each other, appreciate the power of collective wisdom. Thus virtually trained students good moral solidarity.
Section III of the "reward" in the improvement
"Reward" means to enjoy, to observe. "Reward" students can see on display, students can also appreciate the excellent work. In a sense, the students appreciate the excellent work more valuable. Because they are close to some more suitable for imitation. As long as skillfully in the classroom are arranged for some new courses to enable them to discuss, evaluate, take up short of it is good to promote the progress of students. This can be a lesson to appreciate before it could be after school. At the same time, students see the film on display and the right aesthetic for students to help students in the original basis of further progress is beneficial.
Chapter IV into the elementary school art class drawing of hand
Section I, hand-made painting into the art class to improve students interest in learning
Primary and secondary school students have a wide range of art ideas. Some believe that art is the Vice Division, does not affect the study, not related to achieving expanded and improved well; that the painting must have some talent, they will misuse the artist, learning not to learn it does not matter; more common that the painting is more difficult for some students strong interest in art is not ... ... the face of these circumstances, if the art teachers only teaching arrangements in accordance with the contents of some theoretical model to explain and to enable students to copy, students will feel dry, it is necessary to mobilize the enthusiasm of students, to cultivate an interest is important.
Positive character in the time to study painting, but also can ask students to cut along the drawn figures, who inspire students to design a variety of paper clothing, to change the character of the model, changes in a variety of characters. Such teaching, the greatly increased interest in learning, students in classrooms throughout the immense and maintained a strong thirst for knowledge, thereby enhancing the level of student paintings.
Section II, hand-made drawing students into the aesthetic taste good
Art rather than a simple painting techniques and the theory of mass instruction, but must proceed from the training, the moral, aesthetic education through the one with the power of the United States to infected students, to cultivate the minds of students, it must be moral, aesthetic resides in Painting with the combination of hand-made teaching.
Handmade aesthetic to the ability of students. For example, primary and secondary school students of clothing purchased by the parents, students dress parents often reflects the aesthetic taste, which some harmony and some discord. In the teaching process, all the design, production, composition must strive to achieve the United States, the United States lines, shapes the United States and color the United States, so that students are a pleasure to look at, from the feelings of the United States, arising from the feelings of beauty, the aesthetic is so subtle, students unknowingly be in education, so the hearts of the students play the role of "moisturizes things in silence" the role of education, training students from a young age good aesthetic taste.
Section III, hand-made painting into the training and development of smart students
Painting and hand-made combination of education, so that students learn not only knowledge of painting, and painting can learn to use knowledge to the production of the manual, so that knowledge learned painting be further consolidated and improved, more importantly, to enable students to make comprehensive use of these knowledge and skills necessary to succeed in imitation on the basis of independent design, so you can better training, the development of imagination and creativity of students.
Practice has proved that the situation from the point of view, the above approach is effective and can successfully complete the task of teaching, teaching in the major and difficult due to a combination of manual and painting solved.
Chapter V handmade art primary school students ability to innovate
Section I, to stimulate interest and create awareness training
Educational Psychology that primary and secondary school students active and lively, with special learning and development of the sensitivity surrounding all have a strong interest, they dare to imagine, dare to explore. Art classes in primary schools as the main teaching manual that allows students to explore a wide range of practical activities, and actively interact with the surrounding environment, full minds, moving the mouth, hands, meet the children active, curious, to explore the needs of primary students who are learning hand-to mobilize the enthusiasm, initiative and creativity, creative thinking to promote early childhood development. In teaching, based on the characteristics of manual classes, highlighting a "Fun" to cultivate the ability to create primary and secondary school students.
1, situational joy of life, inspired by creative thinking
Well-known educator in China Xingzhi paragraph once said: Children have a strong creative, teachers to their own children on the basis of the environmental impact of the use of stimulating children's creativity and liberation. The ability of children to play, Xingzhi that education to the children to live, and the only way we can see the creativity of children, and then the further emancipation of the ability of children. As a result, the teaching manual for teachers to create a variety of contexts, the problem hidden in context, the Church can not wait cause of exploration and study of child care.
2, the practice of induced Fun, stimulating the creation of violations
Primary and secondary school students in mastering a certain amount of manual skills, the teachers teaching in the classroom to the teaching content and in accordance with the requirements of a purpose, there are plans to organize and guide the students to use knowledge learned in practice, when teachers inspire students to be good at learning desire, so that students are thirsty for knowledge of the state, and guide students to explore proactive.
Section II, the students play the main role in promoting the initiative to create
Students to play the main role is to stimulate students creativity of "doping", the traditional teaching manual such as "listening to teachers talk about students", "model student teachers", as an invisible rope tied the teachers and students, to the neglect of students dominant position to stifle children's curiosity and creativity. As a result, the teaching manual for teachers to provide students with sufficient free space and time, allow students to study independently.
1, inspired imagination, enhance our awareness of innovation
To imagine is to create the prerequisite physicist Albert Einstein once said: "imagination is more important than knowledge because knowledge is limited, and the evolution of the imagination is the source of knowledge." Primary and secondary school students to imagine a lot of recycled elements, creative element rarely.
2, play in practice, to foster an innovation and the ability
Primary stage is the development of thinking in action, they accumulate experience through movement activities, learn about the things, things have the characteristics of and changes in the law. The wisdom of primary and secondary school students from the "play" in here, they "play" to learn not only skills, but also give full play to their imagination and creativity and to experience the joy of creation, quality education to students is really in the implementation of the activities. Course manual process so that the actual operation has adequate child care to "play" time, "play" at this stage is in fact "play" in practice, in practice, "play."
Section III, to establish cooperation in the sense of competition, to create a positive way to create a
By optimizing the teaching manual methods, and foster sound relationships between child care and good cooperation and competitiveness, which is in the creative teaching manual requires each teacher attention.
1, the creation of opportunities for cooperation with
Teaching in the manual, there are between the teacher and children, students co-operation between the interpersonal. Ability to foster cooperation between primary and secondary school students, first of all primary and secondary school students to find co-operation ability of soil to take root, teachers must have purpose, there are plans to organize child care co-operation between a number of hand to provide students with the opportunity to create. Second, the ability of students in co-operation throughout the manual in all aspects of teaching, primary mining of innovation. Moreover, he can also expand their range of partners to create and between students of different ages, opportunities for cooperation. Finally, between the teacher and children should also attach importance to the cooperation and exchanges between teachers and students to exchange feelings and personality of teachers to students is the impact of primary and secondary school students to draw an effective way of creativity.
2, randomized evaluation, mutual complementarity Comments
If the hand is a creative process, "representing" the creation, then, evaluation is no doubt that "finishing touch" of a. Evaluation, the evaluation should have the courage to break the framework, because: 1, poor primary and secondary school students waiting for their ability to have a weak strong, fast movements are slow, work to complete the process of waiting for child care is often idle, noisy, activity room, there confusion, the phenomenon of slack. 2, primary and secondary school students eager to release their own, manual activities are relatively quiet and concentrate for some time after the completion of works, lively active release of their own they often need to conduct gaming activities. 3, the students not to focus attention, in the final evaluation session, even if they bring together teachers and child care often inattention, absent-minded, irrelevant, and therefore the effect of impact assessment. Therefore, the evaluation activities should be flexibility and diversity. If the child has completed the work can appreciate each other, mutual exchanges, and free evaluation. Teachers may also be a free meal or other activities to take inter-individual interviews, analysis, evaluation work. May also wish to invite parents to participate in the evaluation. Evaluation can also be in the game, the game comment on the work completed by the middle of the process.