(A) observation and analysis methods
Observation and analysis refers to a method that children perceive the aesthetic characteristics of things such as shape, structure, color and movement mode through various senses under the guidance of teachers, and use their brains to think and compare. Its purpose is to help children accumulate internal schema and deepen representation, so that children can obtain clear, profound and complete visual images and stimulate their desire to express.
When observing, we can use all kinds of sensory perception, including seeing, touching, smelling and imitating with actions. Drawing a picture of "naughty little monkey", teachers can not only organize children to visit the zoo, but also guide children to imitate the naughty expressions and gestures of monkeys after the visit, which can stimulate children's creative desire. Another example is the bricklayer's activity "Hedgehog". In addition to guiding children to observe the appearance characteristics of things, teachers can also let children gently touch the thorns of hedgehogs to deepen their feelings and gain a deeper impression.
Observation is considered as the basis of artistic activities, and without observation, there is no analysis. Analysis refers to people's thinking process, which divides things or phenomena in the mind into various attributes, parts and aspects to find the essence of things or phenomena. For example, "Festival Street" appreciation activities, children can suddenly feel the excitement and joy of the festival through audio-visual organs. But where did this atmosphere come from? Be sure to guide children to analyze on the basis of observation, such as colorful balloons floating in the distant sky, lanterns hanging on the surrounding branches, flowers in the middle of the square, and colorful flags inserted around it. Thus, we can feel and understand the excitement and celebration more deeply and produce an aesthetic pleasure experience.
Demonstration and example method
Demonstration means that teachers directly show children the difficulties and key points in the process of art activities, which is beneficial for children to learn some key technical measures necessary to participate in art activities under the condition of direct imitation.
Demonstration includes whole demonstration and local demonstration. Overall demonstration refers to the continuous and complete operation of the process of teachers expressing the image of objects to children, which is generally used when children learn new skills. For example, when a child has just entered the middle class, the paper worker's activity "morning glory" requires the teacher to demonstrate the folding process to the child from beginning to end. Local demonstration refers to the teacher's operation of a certain part of art activities for children. For example, the big class painted "Beautiful Park". During the activity, the teacher only demonstrated the painting method of overlapping trees (of course, this class has a good foundation in children's art). The demonstration of using tools and materials in artistic activities is also a part of the demonstration.
The teacher should be skilled and accurate when demonstrating, so that every child can see clearly. Sometimes, depending on the specific activities, squat down or go to the children to demonstrate.
One example refers to the intuitive teaching AIDS provided by teachers for children to observe and appreciate. It can be a teacher's template painting, or it can be an object, a picture, a book, etc. Good examples can help children understand and feel the aesthetic attributes of things, enrich the visual image and enrich the creative content; It can also broaden children's horizons, help children experience a variety of artistic techniques and improve their aesthetic ability. The selection of examples must meet the following criteria:
(1) The image is accurate, with clear lines, bright colors and appropriate size, which can reflect the basic characteristics of things. (2) It has a certain artistic level and is full of beauty, which can arouse children's emotions and interests. (3) It conforms to children's age characteristics and is easy for children to understand and accept. The use of demonstrations and examples has a certain influence on children's creativity, so teachers should think carefully and use them properly in art education activities.
(3) Game practice method
Game practice refers to guiding children to learn art skills in a happy and positive state through games, changing visual image into visual-sports image, improving hand-eye coordination ability and cultivating children's interest in art activities.
The game practice method conforms to the age characteristics of children and is flexible and diverse in use. Game propositions, game practice methods, game processing of artistic achievements and the use of game materials in artistic activities can all combine art with games. Such as "blowing bubbles" and "cooking Yuanxiao" can improve children's interest in painting; Such as "decorative vest", each child puts on a vest made of paper and paints on the backs of other children with gouache paint. This change in painting style has made children's interest in learning very high. Sometimes teachers can use the fun of guessing riddles in art activities to increase the elements of the game and consolidate their painting skills. If the teacher does some simple riddles, let the children draw them simply and quickly. For example, "the stars are small and the yellow flowers are decorated with thin strips." Don't think it is not red. It will report when spring comes. " (Winter jasmine). In addition, spray painting, bubble painting, roller painting and seal painting made of toothbrushes, straws, glass balls and various fruits have also given children great interest and stimulated their enthusiasm for participating in artistic activities.
(D) Emotional edification method
Emotional edification means that teachers create a relaxed and happy psychological environment and emotional situation for children, so that children can have the desire and enthusiasm to pursue and express beauty in the best physical and mental state, and actively observe, imagine and create.
Children's artistic activities are generated and developed under the impetus of their artistic motives. This intrinsic artistic motivation depends on the teacher's mobilization of children's emotional factors. First of all, in art activities, teachers should create a relaxed and happy psychological environment for children. Teachers themselves should be full of interest in artistic activities, devote themselves wholeheartedly to them, and mobilize children to review and experience their life experiences with vivid and infectious language. Teachers should also fully respect children's emotions, trust their creativity, and establish a truly equal relationship between teachers and students. In this way, children will feel kind and interesting about artistic activities and participate in them with great interest.
In order to better mobilize children's positive feelings of actively participating in artistic activities, teachers can make full use of the beautiful natural environment to guide and cultivate their beauty. At the same time, create a perceptual aesthetic environment, stimulate children's interest, and make them have an inherent desire to participate in artistic activities. Teachers can make full use of the beautiful natural environment for guidance. Indoor and outdoor environment layout and the creation of various activity areas (corners) should be as harmonious and beautiful as possible, with vivid shapes and bright colors, which are in line with children's aesthetic taste. If spring comes, teachers can lead children to have a spring outing in time, feel the depth of spring and the beauty of nature, and stimulate their creative enthusiasm. In autumn outing activities, teachers can consciously organize children to pick up fallen leaves with different shapes and colors, and guide children to make leaf stickers, spray-painted leaves or veins bookmarks for children to enjoy. In artistic activities, teachers can also play some relaxation, soothing and expression.
Emotional music creates a beautiful atmosphere, which cooperates with children's activities and stimulates their imagination and creative desire.
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five
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Hierarchical guidance method
Hierarchical guidance means that teachers give guidance to children at different levels according to their different levels. Its purpose is to promote every child.
The development of children.
The layered guidance method can be implemented from several aspects, such as target stratification, material delivery stratification, guidance stratification and evaluation stratification.
1
Target stratification
Before each activity, teachers should get to know each child from different sides and angles. When setting the goals of artistic activities,
Take into account the different requirements of different types and levels of children. If the child's hand-eye ability is well coordinated, he should ask
Able to display details; For children with underdeveloped small muscles, only the basic structural characteristics of the object are needed. Teachers should pay attention to children.
Self-development and change, tap the development potential of each child, and constantly adjust the development goals of children.
2
. Material stratification
With goal stratification, teachers should consider providing materials according to children's different ability levels when providing materials to children. Confucianism and philosophy
paper
Rooster
In the activity, for children with good hands-on ability,
You can consciously provide multiple sheets of paper and colored pens.
Ask them to fold more and add more pictures and colors.
three
Guided stratification
In children's art activities, children's painting is an important process, and teachers need itinerant guidance. During the trip,
Teachers can adopt the method of hierarchical guidance according to children's different homework situations. This graded tour guide method is influenced by the grading objectives.
The direct influence still emphasizes the teacher's understanding of each child. For example, in the large class painting "Beautiful Park" activity, during the tour guide,
The teacher focuses on guiding the children with strong ability to express the wonderful and beautiful park through various pictures, and according to the needs of the pictures, it is appropriate
Express your emotional color with various colors; For children with medium ability, encourage them to conceive boldly and describe carefully; Compared with ability
Weak children,
You should discuss with them what to draw first,
Help them determine the theme and main image,
Arrange the picture reasonably.
four
Evaluation stratification
This evaluation requires teachers to use different materials according to different levels of goals, especially the children's own level.
Peer evaluation, pay attention to children's own vertical development.
In the whole process of art education, we should flexibly choose and comprehensively apply the above methods according to the needs of activities and apply them in education.
Constantly sum up experience in activity practice and create new and effective methods. Therefore, we say that teaching should be regular, and teaching has no fixed rules.
This is the right thing to do.
analyse
Case background: the big class collectively carried out the theme activities of Little Chinese Baby, which involved the quintessence of our country.
Beijing opera, because the big class children have strong cognitive ability and greatly improved imitation ability, is very interested in new things, but
Peking Opera and facial makeup are new and unfamiliar knowledge for them, and children have a strong interest in learning and strong performance.
Desire. During the activity, the children were exposed to Peking Opera and learned the story-based Peking Opera "The Tortoise and the Rabbit Race" accompanied by Jinghu.
, right?
Have a certain understanding of the characteristics of Beijing opera singing. In this lesson, children are asked to learn English by selecting familiar figures and fragments of Peking Opera.
After understanding the characters, costumes, music and facial makeup of Beijing Opera, we creatively made facial makeup of Beijing Opera with various materials for making.
In the production process, children will further consolidate their understanding of the characteristics of Peking Opera facial makeup, and at the same time promote their practical ability and aesthetic ability.
Improve, experience the joy of Beijing opera performance after hands-on, enjoy the joy brought by the success of Beijing opera mask making, and improve the health level of children.
Children's understanding of Peking Opera can cultivate their love for Peking Opera and China traditional culture.
(Case observation and analysis)
1
Introduce activities with Peking Opera to stimulate children's interest in learning.
I played a video.
[Literary Works] Journey to the West
Beijing opera fragments,
Then he took out the Monkey King's Facebook and said to the children in Beijing dialect:
"In guanyin bodhisattva there.
Life,
I want to protect my master, Tang Priest, from going to the Western Heaven to learn Buddhist scriptures.
When I came back from reading the Bible,
Come to the kindergarten as a guest again.
"
It's the same as singing in Beijing Opera.
Words immediately caused the child's * * *. Suddenly a voice answered in the voice of Peking Opera:
"Okay, I wish you an early return from the scriptures.
"I found it.
Famous, it turned out to be Tu Rongfeng. The child usually refuses to answer questions in class. What happened today? Tu Rongfeng's
Singing attracted a burst of laughter from the children, and I immediately went to him, touched his head with "the Monkey King" Facebook and praised:
"tu Rong
Feng is really capable. He can talk to the Monkey King. Is it okay? "I heard several children singing Peking Opera in a low voice below.
So I immediately encouraged:
"Ah, the children in our class are great, so many people can sing, but the Monkey King can't hear us, all of us.
Let's sing,
The Monkey King will hear you.
"
Children, with my encouragement,
Everyone reviewed the Beijing dialect loudly and expressively in the Beijing opera aria.
The Tortoise and the Hare
. As soon as the song fell, the children all laughed happily. The Monkey King and I took turns touching the children's heads.
Give them encouragement. Suddenly a child said:
"Teacher, you are such a funny the Monkey King. Can you let me play? " This is Tu Rong.
Peak's request,
Before I answer,
The children are afraid that I will play for him, not them.
Just rob to say:
"Let me play, too?"
So I said:
"That is not as good as this, each of us can make one by ourselves, not everyone can play.
"
(Analysis: From the children's performance, it can be seen that the direct introduction of Beijing opera into activities has achieved good results. The teacher let the children watch the West.
The fragments of travel notes lead to the Monkey King's Peking Opera facial makeup, and the topic is led by Peking Opera aria, which immediately evokes children's memories of Peking Opera aria.
I couldn't help but respond with the aria of Beijing opera, and the result was a * * * sound. Although Tu Rongfeng is usually lively and imitative, he is in the top few.
He refused to come up and sing a few words at the second Beijing opera appreciation. Almost all children can sing, but they can't sing in groups.
Before the performance, when Tu Rongfeng's singing ended, the children smiled, but it was not a sneer, but an envious smile. Children are afraid of singing, but he.
He dares to express himself like that, which shows that he is an expression of true feelings. Based on the needs of children's emotional development, I immediately encouraged all the children in the class.
I like Tu Rongfeng, and as a result, the children are not afraid of embarrassment and sing loudly. If this is normal, even if I break my throat.
No one dares to sing. Therefore, it is appropriate to import and export activities directly and effectively, and pay attention to children's interests and emotional development needs in time.
Grasping a good educational opportunity can provide a platform for children to express themselves. Don't deliberately pursue the same as the teaching plan.
Grasping emergency measures flexibly in the classroom may lead to unexpected gains and keep children's interest smooth.
Children naturally have a strong interest in Peking Opera facial makeup, thus mobilizing their initiative in learning.