The development level of small class children's painting is in the "graffiti period". Because of his young age, his hands are not flexible enough and the purpose of painting is not clear. They don't know how to draw, how to color and how to make the picture beautiful. They just regard painting as a kind of game, drawing at will according to their own interests, and the objects of painting are not standardized (stereotyped). Therefore, the art of small class children is an age stage with great difficulty in teaching. As a small class teacher, it is very necessary to help children improve their painting skills, let them learn the means of painting and express their inner intentions. In the process of painting in small classes, we do this:

(A) to stimulate children's interest in painting.

Children in small classes know nothing about painting because they are young. They just scribbled with pens to show their joy, anger, sadness and joy. With this experience, they gradually became interested in painting. Therefore, at this time, teachers must not rush to teach children what to draw, and there is no need to emphasize whether children draw or not, because it is easy for children to lose their interest and enthusiasm in drawing, but should guide, care for and cultivate children. Improve children's interest, for example, in the art area, we provide children with various painting tools and materials, so that children can pick up their favorite materials to describe and express freely at any time when they are happy. Teachers should always encourage children to "paint what they like" and let them paint freely with interest, so as to feel the fun of artistic activities.

(B) using a variety of painting forms to stimulate children's interest.

For children in small classes, if a single oil painting stick is used, children will lose interest over time. Therefore, teachers should adopt various teaching forms, such as cotton swab painting, blow painting and watercolor painting. In an assignment, several painting forms will be used, and the teacher will help the children to complete what they can't master. For example, in the homework of "Little Tadpoles in the River", when children draw cute tadpoles with their fingers, the teacher can help them draw a blue river background with a blue oil pastel to make the picture more perfect and let the children taste the joy of success. In addition, the combination of handwork and painting can be used to stimulate children's interest, because the combination of handwork and painting does not pursue the effect of the work like painting alone, but pays attention to the fun of hands-on operation and is loved by children. Children's perception of an object gained in activities such as kneading mud, origami and pasting helps them to express the object in painting. For example, in order to let children perceive and understand the basic characteristics of chicken, after children observe the chicken, they use morning table games to pinch out the shape of chicken with plasticine, so that children can perceive the shape of chicken. When drawing, they can not only draw shapes well, but also have different shapes and are full of childlike interest. For another example, before drawing a willow with a cotton swab, outdoor observation activities should be carried out first. It is easy for children to draw after they have a perception of willow trees through observation.

(3) Induce children to add strokes.

Adding painting is a good way for children to start learning painting. When we play table games every morning, we draw many circles to let children develop their imagination, or children draw a tail, ears, beard, eyes and so on. Pay attention to the difficulty of drawing, because it is too difficult to lose confidence and interest. For example, if the teacher draws a beautiful fish, children can draw a circle around the fish to represent water bubbles; Draw curves to represent water waves; Draw a short straight line and concentrate on one point, indicating aquatic plants, etc. In the teaching process, we can teach children some simple basic knowledge and skills from easy to difficult. For example, dots represent flowers, grass and tree trunks, and horizontal lines represent sticks, ropes and railings. For example, teach children to draw lines, first teach children to draw points, curves and arcs, and finally transition to straight lines. In teaching activities, I first let my children practice drawing balloons, bubbles, the sun and so on. Then gradually draw railings, plaid cloth, houses and so on. Let children gradually master the use and control of some basic pens, and then teach children to draw the basic lines of straight lines, arcs and long and short straight lines and combine them. Finally, children are free to express what they see. For example, the unit exercises of children's "lines" include horizontal lines, vertical lines, diagonal lines, wavy lines and spirals. We combined painting with games and stories, and arranged Rain Outside the Flower Umbrella (adding straight lines with different lengths), A Plaid (practicing crossing lines), Ships in the River (adding wavy lines), Rabbit Grass (practicing sawtooth lines), Snail Shell (practicing spiral lines) and so on. Through unit exercises, children quickly became familiar with and basically mastered the basic skill of "doing".

(4) Introduce children's songs and stories to stimulate children's enthusiasm for painting.

Using vivid, vivid, attractive and infectious literary works, nursery rhymes and stories can make teaching an interesting activity, which can easily arouse children's interest, concentrate their attention and make them easy to understand and master. For example, when teaching to draw fish, teachers can match children's songs to attract children. "The giant salamander is courageous. Even if it rains in the dark, it will sing and swim, making parents laugh." According to the characteristics of children's love of stories and the needs of teaching, children can choose stories that are easy to understand, receptive, simple and interesting, and vivid. When I was teaching to draw rabbits, I told the children a rabbit story: "Mother rabbit gave birth to a rabbit, and everyone gave the rabbit many names, some called Long Ear Duo, some called Red Eyes, and some called Short Tail ..." Through the different names of rabbits, the basic characteristics of rabbits were summarized, which left a deep impression on the children's minds and aroused their interest in painting.

(5) Show and evaluate children's works.

Cultivate children's interest in art, evaluate children's works as positively as possible, and let children participate in the evaluation of works. Encourage children's interest in painting. Therefore, teachers should sincerely accept all children's paintings and evaluate each child's works as positively as possible. You can use "Why do you draw like this?" Instead of "you shouldn't draw like this" and "you should draw like that". After each art activity, we always show all the children's works, which in itself is an affirmation of their creation and is conducive to their mutual appreciation and evaluation. After each exhibition, the children always proudly introduce around the homework column: "This is my painting." "The teacher said that I have a rich imagination"; Or casually comment: "The color of this painting is really beautiful!" "These chickens are so cute" and so on, which not only enhance children's self-confidence, but also make them interested in art activities.