Learning to paint pine trees and reflecting on artThe following are some reflections on the art class of painting pine trees:
** 1. Teaching should be based on the age of the students **
1. ** The differences between students of different grades **
- The living environment, work and rest system, and behavior norms of the lower grade students had changed greatly when they first entered school from home or kindergarten. Their interests were not stable enough, and their cognitive interests had the characteristics of context. As for the senior students, they already had a certain degree of self-awareness.
- Throughout the entire primary school teaching stage, there was a huge gap between students 'perception, awareness, understanding, and ability, which led to their different expressions of interest in painting.
2. ** The difference in teaching requirements **
- In teaching practice, corresponding requirements should be put forward according to the cognitive ability of students of different grades.
** 2. The importance of cultivating students 'observational skills **
1. ** The significance of observation to painting **
- In the art class, interesting and vivid images can arouse students 'interest and promote the development of thinking in images. However, when students painted, they would often only rely on their memories and images. They would start painting after taking a glance at the object.
2. ** The correct way to guide observation **
- Students should be guided to observe the shape, color, structure, posture, etc. of things with a purpose, and use a variety of senses when observing. For example, when teaching children to draw, let them observe the shape first, and then consider coloring after drawing the shape. Observation skills needed to be improved through frequent purposeful and conscious training.
** 3. The relationship between interest and diligence **
1. ** The drive of interest to practice **
- Skills were closely related to perception, observation, memory, thinking, and so on. For junior students, interest was the key factor that motivated them to actively carry out art activities. Their strong interest would drive them to practice hard.
2. ** The gradual development of drawing ability **
- With more practice, his performance would improve, and his interest would increase, forming a virtuous cycle. However, the cultivation of primary school students 'painting performance ability could not be rushed. It should be taught according to the psychological characteristics of the students' age. Just like the growth of saplings, each age stage should have its own experience and common sense.
** IV. The innovation of teacher-student activities **
1. ** Teaching methods targeted at students 'psychological characteristics **
- The students in the lower grades of primary school were fickle, liked the new and hated the old, and lacked tenacity. Teachers should adopt appropriate teaching methods according to the child's psychological characteristics and the content of the teaching materials.
2. ** Ways to stimulate students 'interest **
- In primary school art classes, teachers could use lead-in language (such as making up stories, children's songs, guessing riddles, playing games, competitive activities), visual teaching aids, visual demonstration, and other forms to attract students 'attention, arouse students' desire to paint, and let students be influenced by beauty.
** 5. Cultivation of students 'creative imagination **
1. ** Resources for imagination **
- Teachers should try their best to provide students with rich image resources to stimulate their imagination.
2. ** To encourage unique creations **
- In teaching, we should encourage and guide students 'imagination, and use a variety of means to stimulate them to open up a broad space of imagination and thinking. In the creative class, students should be emphasized on expressing their unique feelings about life, avoiding the same ideas, so that students dare to surpass themselves and re-create the phenomenon of picture combination or painting.
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