Fourth grade art painting pictures
Fourth grade art picture 1
Fourth grade art painting picture 2
Fourth grade art painting picture 3
Fourth grade art picture 4
Fourth grade art painting pictures
Carry out cooperative inquiry learning of primary school art, cultivate art talents, establish reasonable learning objectives and enhance students' self-confidence.
The goal is the guidance of activities, and the learning goal is the source of motivation for students' autonomous learning. When setting goals, we should pay attention to the rationality of the goals, so as to avoid that the goals are too high or too low and affect the normal development of cooperative learning.
Too low a goal is not conducive to students' objective understanding of themselves, resulting in a wrong estimation of their abilities and blind self-confidence. In this way, once students encounter difficulties and setbacks, they will be hit hard and lose their enthusiasm and motivation for learning. Too high a goal will increase the difficulty of learning tasks, which is not conducive to the establishment of students' self-confidence, thus affecting the normal play of students' intelligence level. Therefore, in the cooperative inquiry learning of primary school art, we should give guidance and help and establish reasonable learning goals. Only in this way can we meet the needs of group cooperative inquiry learning and enhance students' self-confidence in learning.
2. Rational distribution of study groups to improve the efficiency of cooperative inquiry.
Group is the basic unit of cooperative learning, and grouping in research-based learning is both the key and the foundation. Therefore, in grouping, we should adhere to the principle of homogeneity between heterogeneous groups within the group and take students' personality characteristics, hobbies and life background as the basis for grouping. Instead of simply grouping students according to their own wishes, we should strive to form a dependent but heterogeneous functional group, with balanced ability and competition among groups, so as to achieve all-round development in competition and cooperation.
In the process of group cooperation, teachers should encourage students to give full play to their strengths and advantages, put the interests and honors of the group first, cooperate with each other, compete fairly, assume their responsibilities and complete their tasks. Through such a process of mutual promotion and mutual promotion, students' awareness of independent cooperation and cooperative inquiry ability can be cultivated. Under the collision of everyone's thinking, students will have a deeper understanding of the subject of art, and their knowledge will be richer, and finally they will profoundly grasp the key points of knowledge.
3 Carefully design and discuss problems to improve the effect of cooperative inquiry.
Questioning is the ladder of human progress. Teachers should ask questions to strengthen students' understanding and understanding of knowledge concepts, and then promote the development of students' thinking ability by solving problems. Therefore, we should carefully design and think about problems, cultivate students' awareness of problems, and provide a space for group students to ask questions, think about problems, analyze problems and sum up problems freely.
However, in actual teaching, the questions raised by teachers are too simple, and factual questions account for the largest proportion. This form of questioning is not practical, and most students blurt it out without thinking. Some questions are too difficult, far beyond the students' cognitive level, and the classroom naturally presents an embarrassing situation of opening without issuing, asking without answering; Even some questions are unclear and arbitrary, which is not conducive to normal teaching.
Therefore, we should carefully design and think about the problem, let the group carry out cooperative exploration with the problem, and at the same time cultivate students' problem consciousness and promote the development of students' thinking ability. Therefore, when designing questions, we should first grasp the objectives and key points of the questions, and then make fixed-point design according to the difficulties and key points, and try to design some open-ended questions, so as to improve the effect of group cooperative inquiry learning and cultivate students' divergent thinking.
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