Kindergarten art teaching and research activities Part I: Overview of kindergarten art teaching and research.
1, summary of kindergarten art teaching and research
The semester passed by in a hurry, and the work of our art troupe was busy and tense this semester. Efforts should be made to implement the spirit of the outline in teaching, with children as the main body and teachers as the leading factor, to create opportunities for children to express freely, explore freely and create freely, so that children can perceive beauty and learn to create beauty through teaching. In all the work carried out this semester, our group of teachers have tried to change their educational concepts, clear their minds, and feel the creative and development space brought by art classes to teachers and children with a new teacher role. In practice, teachers and children make progress together and grow together. The work of this semester is summarized as follows.
First, an overview of the basic situation:
At the beginning of school, we made a practical work plan according to the actual situation of the park, and carried out as many colorful activities as possible as planned: artistic activities with gouache as the theme; "Follow-up" art classroom discussion activities; Activities such as the exhibition of key teachers' art courses, standardize teachers' teaching behavior, improve children's interest in learning art, and actively participate in temporary work such as publicity and painting competitions arranged by school leaders. In this semester, members of my group face the teaching work with a steady, flexible, earnest and solid working attitude, strengthen their study and constantly improve their ideological and professional quality. We unite and help each other, learn from each other's strengths and gain a lot.
Second, strengthen theoretical study and improve ideological and professional quality.
1. Organize teachers to learn the spirit of the syllabus.
2. According to the focus of teaching and research this semester, collect relevant information on the Internet and organize the whole group of teachers to study. In addition to the theoretical study of the teaching and research group, teachers also use computers for business study and consultation, and often study and discuss in their spare time, which improves their theoretical cultivation.
3. Actively participate in various training and learning activities, bring the information back to "home" and share it with the teachers in the group.
Teachers in our group study theoretical knowledge seriously to further improve their understanding. Through all aspects of learning, actively carry out teaching and research activities, carefully write educational essays, reflect on educational behavior in educational practice, and seek new understanding and pursuit.
And put these ideas into practice in teaching.
Third, promote teaching with activities.
According to the arrangement of teaching and research activities at the beginning of the semester and the unanimous discussion of the teachers of the art group, we have teachers Ye Haiya, Wen Cheng and Ye Haiya as the instructors of the "follow-up" seminar. Ensure that the fine arts specialized courses during this study period are led by the backbone teachers in the group. Teacher Ye Haiya teaches the small class art activity Happy Caterpillar; Teacher Wencheng teaches art butterflies in the middle class; Teacher Pan Dongdong teaches art snails in the middle class; Teacher Wang Yunna teaches the small class art "Blossoming Flowers"; Teacher Li Ya teaches the small class art "Little Tadpole"; Teacher Ye Haiya teaches the small class art "Happy Little Water Depression"; Teacher Wu Yin teaches small class art "Protecting Animals". The teachers in the group carefully prepared lessons and actively attended classes, which left a deep impression on the leaders and teachers who attended classes! Everyone also actively participated in the "mutual listening and mutual evaluation" activities. By participating in a series of activities, teachers' enthusiasm for art classroom teaching and children art learning has been mobilized, and the effect of art classroom teaching has been improved.
Fourth, carry out teaching activities with artistic characteristics.
This semester, our garden continued to carry out gouache characteristic teaching activities by using the powerful resources of art characteristic teachers. * * * There are five classes of children in the big class who took part in artistic activities. In order to cultivate children's interest in art, improve children's ability to appreciate beauty, feel beauty and create beauty, and live up to parents' expectations, our two teachers attach great importance to weekly interest activities and make careful preparations. This semester, we will continue to take "Yang Jingzhi Teaching Painting" as the teaching content, and carry out activities in different classes and groups. From preparation before class to finishing after class, our teacher is very serious. At the same time, it is also necessary to put forward different teaching requirements and give guidance respectively according to the differences of children's own level. Under our careful guidance, children's interest in gouache activities has been enhanced, so that every child has been improved to varying degrees.
Fifth, conscientiously complete the tasks assigned by the kindergarten.
In order to assist the publicity work and activities of the park, teachers can sacrifice their rest time to successfully complete the task:
1, corridor and hall layout
Soon after the start of school, our group received the task of corridor layout. We decided that it was mainly an exhibition of works, which was provided by the children in the big class. The teachers of our art group used their spare time to decorate the corridor with children's works. March has entered the spring, and we have arranged a green spring environment for the entrance hall. Full of green gives people a fresh feeling.
2. Layout of holiday activity environment
In the "Fun of Games" celebration on June 1 day, our group of teachers once again showed their collective wisdom, and * * * was also responsible for the arrangement of the stage background and surrounding environment.
3. District "Celebrating June 1st" Children's Painting Competition
In the District Children's Painting Competition on June 1 day, we carefully selected 4 children from 20 large classes and painstakingly trained 4 children for about a month without attending classes. In the competition, three children won the first prize in the district, 1 child won the second prize, and three kindergartens won honors.
In the future, we will constantly improve teachers' professional quality and teaching level through standardized teaching activities and rich teaching and research activities, and cultivate children's ability to discover, appreciate and create beauty. Achievements have soaked our hard work and contained our persistent pursuit. Achievements can only represent the past, we still have many shortcomings, and we will continue to work hard to do better in the future.
2. Summary of kindergarten art teaching and research.
This semester's kindergarten-based training focuses on art teaching and research. Painting should be familiar to children in large classes. I have learned the basic painting methods, and have drawn various stick figures in primary and secondary schools. However, there are also some problems in art teaching and research activities. Some children can't draw and dare not. Some children don't even master the basic painting methods. Pick up the pen, just stay in the inherent thinking of painting houses, figures and trees. In the initial creation, basically all the works received are of this type. The children's imagination has not been fully opened.
In this semester's activities, I mainly enrich children's experience and improve their skills through art appreciation and art creation activities, focusing on encouraging children to paint boldly and creating a good artistic atmosphere.
After a semester's study, children's drawing ability has been improved obviously. The line drawing method was learned in the course of the small umbrella in the middle class. This semester, the line drawing method was infiltrated in the activities of interesting hand-drawing and hot air balloon travel. With the foundation of line drawing for one semester, this semester's paintings are very familiar. I guide them to imagine all kinds of points, lines and surfaces, encourage them to draw by themselves, and create every opportunity for children to draw. The children's understanding of line drawing has deepened, their painting experience has become more and more rich, and their skills have been significantly improved.
In the process of creation, I strive to create a free and relaxed painting environment for children, and encourage and guide them to imagine each other.
A unique point, line and shape are used to decorate the picture. In every evaluation of art class, I pay attention to let children appreciate each other's works and evaluate them, praise the children who have made progress in time, and let them have confidence in painting and believe that they can draw well. In art activities, I also encourage children to draw lines with various painting tools and materials and experience the joy of creation.
With the foundation of line drawing, it is much easier for children to draw other kinds of paintings, and there is no need to dig hard to think about how to decorate them, and the pictures are richer: when drawing children, they will wear clothes with various patterns; There are also beautiful patterns when painting houses, cars, ships, trees and animals. While making continuous progress, we also found some problems existing in individual children. Children's painting skills are polarized. Interested children are willing to start painting and have made great progress. There are a few individual children who are not interested in drawing and are shy, so they always don't draw and touch themselves, and their progress is not obvious. When evaluating works, children's evaluation ability needs to be strengthened. Children in large classes should have enough language skills, say what they want to say as completely and clearly as possible, and learn to speak and learn to speak in the process of continuous expression.
In the kindergarten-based training, not only the children's painting ability has been improved, but also my own quality has been continuously strengthened. In the past, I was always unconscious when I was in class. Even if I was well prepared, sometimes I couldn't fully express myself. Through kindergarten-based teaching and research activities, we should strive to enhance our self-confidence, be fully prepared when preparing lessons, and keep practicing. Now, not only do I feel less nervous in class, but I like the classroom atmosphere more and more. In teaching and research activities, I not only learned how to teach by myself, but also learned how to guide my children. At the same time, in the process of evaluating other new and old teachers, we should recognize our own shortcomings and what needs to be improved, absorb the advantages of other teachers, sum up and correct our own shortcomings, and make progress in bit by bit accumulation.
I believe that in the future kindergarten-based teaching and research activities, I will learn more knowledge, improve my ability and enrich my horizons. Lay a solid foundation for future education and teaching.
3. Summary of kindergarten art teaching and research
Children's works of art are a mirror of children's hearts, expressing their self-awareness and understanding of the world. Here, wisdom shines and unlimited creativity can be reflected. However, for a long time, "painting with the teacher" has become the only teaching mode of art activities, while "image" and "non-image" have become the only criteria for us to evaluate children's works. This method of giving up the essentials not only fails to promote the balanced development of children's left and right brains by art, but also hinders the development of children's intelligence. Such a single, closed and rigid teaching makes us inadvertently become killers of children's imagination and creativity.
In recent years, children's creative education has been widely concerned, and this year's research project in our park has also made a new attempt on this issue. Our class also undertook the task of "experimental class" of kindergarten art research project. Under the pressure of heavy tasks, the two teachers did not slack off at all, studied all kinds of books harder, conscientiously implemented the spirit of artistic research topics in artistic activities, and tried to explore new ideas and methods in artistic activities.
In order to communicate with children better, we should grasp the relationship between guidance and children's creative performance, learn to see the world from children's perspective, and try our best to achieve the principle of "three more".
1, discuss with children more.
In the past, when organizing art activities, most of them were demonstrations, and children were rarely allowed to express their views, so they used to draw some taught images and rarely created them themselves. Later, in order to change this situation, we put forward some questions to discuss with children and listen to their views on some issues, so as to communicate with children better. When children have different opinions, we encourage them to seek answers through repeated operations. For example, in the activity of "decorating the sun hat", I didn't stipulate whether to draw the background color or the pattern first, but let them know which method is better by drawing and comparing.
2. Observe the child's performance.
Once when painting a pig, Ceng Qian Huai painted the pig's face and body in a messy and hungry color. He said, "The pig accidentally fell into the ditch." "The pig is so dirty that no one plays with it." I took the opportunity to ask him to draw another picture of a pig bathing, which not only protected the child's self-esteem, but also enhanced the child's self-confidence in continuing to create.
3. Learn from children.
In the communication with children, I found that children are always closely related to their own life experiences when explaining things, which is very vivid and appropriate. If the color of watermelon is not evenly painted, they will say that watermelon is rotten. Usually I will take this opportunity to understand the advantages of children's understanding and explanation of certain things.
Because of children's imagination, curiosity, thirst for knowledge and age characteristics, as well as the fun and operability of art activities, it is not difficult to educate children on art creation. From the experimental results of this semester, it is also very beneficial to educate children in artistic creation in early childhood. However, it is not enough to cultivate children's creativity only by relying on artistic efforts. Teachers and parents need to participate together to explore various ways and means to give full play to the role of teaching and games.
4. Summary of kindergarten art teaching and research.
I play games with colors.
The second part of kindergarten art teaching and research activities: the exemplary role in kindergarten art teaching activities
Almost no child will dislike painting, which plays an irreplaceable role in children's growth. No matter what age, children can imagine, talk and experience success from painting. Because of children's age characteristics, the proportion of skill practice in art education in preschool education is getting lighter and lighter, but the development of imagination has been attached to an unprecedented height. What is the most important thing for children in art education? Is it the child's imagination or technology that determines the child's hand-eye coordination? Since the development of children's art education activities, from the initial emphasis on skills to the current emphasis on feelings, skills have been marginalized by more and more preschool teachers. Imagination and expressiveness in art education activities should be complementary and equally important.
In early childhood, due to the limitation of age, children have insufficient social experience and poor expressive force; However, some experts in early childhood education said that it stifled children's imagination and did not take children as the main body. The author's garden has open teaching and research activities every semester, and I have listened to many teaching and research activities related to art teaching one after another. I have some personal opinions: judging from the curriculum objectives of these courses, almost all of them pay attention to children's sensibility and imagination, and there are few skills courses that pay attention to children's expressive power. Why don't teachers take public teaching and research skills classes? I think the most important thing is to be afraid of being criticized by others and being accused of "stuffing ducks." Links are not easy to design and grasp. However, as the cornerstone of artistic activities, if we ignore techniques, children's plane expression will be out of the question. Judging from the overall effect of these teaching and research activities, our class has little problem. The crux of the problem is that it is normal for adults to understand the works of children aged 2-3 in graffiti period, but many works of middle and large classes are only a little better than those in graffiti period. What is the reason? Is it because these children have low hand-eye coordination sensitivity, or is our art education activity a failure?
There is a classic educational case: in art activities, teachers let children draw pictures. As a result, a child handed in a blank sheet of paper. The teacher asked: What did you draw? The child replied: I painted a cow eating grass. The teacher asked again: Where are the cows? The child replied: The cow ate the grass and left. From the perspective of children's language expression ability and thinking
From the perspective of imagination, there is no doubt that we should all affirm that children have different ways of thinking. But as an art education activity, it is really a failure. Art is to express the painter's inner thoughts with pictures and corresponding works of art, so that the appreciator can produce his inner voice through his works of art. Children's art education activities should better help children master certain expression skills, let them express their inner feelings through art activities, and better convey a sense of singing to others. From this perspective, the direct result of light technology is that you have no idea what the child really wants to show. We must affirm the children's thoughts, and at the same time let them know that if the painting is understood by the people who look at it without words, it is an excellent painting. I don't think the child will be so opportunistic and show off his advantages.
So the problem should still lie in the activities we designed. In order to make children's imagination and expressive power develop by leaps and bounds, teachers can seize the demonstration link. With the collision between traditional teaching methods and the practice of "new syllabus" in kindergartens, and the strong rise of theme painting and willing painting teaching, there are more and more disputes about the evaluation of demonstration function and whether there should be demonstration. The focus of controversy is whether the role of demonstration limits the imagination and exertion of children's activities, especially art activities, or promotes the development of children's ability. Where is the demonstration degree? How to demonstrate is reasonable? These questions puzzled many teachers. In the communication with many peers, it is found that some children will be at a loss when the teacher does not demonstrate in art teaching activities. Always look at what others do first, and the effect of the work is either monotonous or similar to others; When the teacher demonstrates, the children will try their best to imitate the gourd painting, as if the picture of the work is different from the model painting, which invisibly limits the development of children's imagination. Therefore, in art education activities, preschool teachers should learn to seek balance by demonstrating and exerting children's imagination.
First of all, we should grasp the reasonable opportunity of argument. Here, taking two art teaching activities in large classes observed by the author as examples, the importance of timing is illustrated. The first lesson is "emoticon song". This class was originally quite innovative, but because the teacher is a new teacher, he didn't know the original experience of the children in the class well before class, so the activity design was too simplified. There are only two links in the whole class: talk about the expressions you know and draw yourself with rich expressions. At the beginning of the activity, the teacher showed three simple words-laughing, crying and being angry. Such a simple demonstration not only failed to achieve the expected results, but also restricted the children's thinking, and the whole class could not jump out of the scope of these three expressions. But in the later stage of children's painting, the teacher omitted the demonstration process instead. Children are inexperienced in life and have no painting skills, so it may be difficult for them to draw expressions such as joy, anger, sadness and joy.
This activity obviously failed to grasp the reasonable demonstration opportunity, which led to the role of putting the cart before the horse. If teachers attach importance to the accumulation of experience before activities, create opportunities for children to deepen their life experience, and then guide children to experience migration, children's works may be more colorful.
The second category is pandas. There are only two links in this activity: talking about pandas you know and children's hand-painted pandas. The teacher abandoned the traditional link of teaching children to draw pandas one by one, and only let them know the shape, color, preferences and living habits of pandas in the dialogue. Through the setting of story situation, let children know the composition design of picture works. When the children started painting, the teacher took the form of you painting and I painting, and skillfully integrated the demonstration. All kinds of embarrassing panda gestures appear on the electronic whiteboard in time to avoid the embarrassing situation that children want to draw but can't. The timing of this activity demonstration can be said to be very accurate. The richness of children's pictures is also expected.
Secondly, we should control the validity period of the argument. If the effective period of demonstration is well controlled, the influence of demonstration will not produce fixed thinking patterns in children's minds, affect children's imagination and lead to the phenomenon of painting a gourd ladle. In art education activities, if the content to be expressed has little connection with children's life, or the shape of the object is complicated for children, then it is essential to show examples, so how to control the effective period of the exhibition?
The author observed a small class handicraft activity "Birthday gift for xx" combined with children's life. This is an activity of drawing with geometric figures. This class combines the life scenes of children's birthdays in the class and is natural and generous. Considering the children's lack of life experience and the skills of the new professor, the teacher designed a special demonstration session. The elements of the demonstration are rich and varied, thus developing children's thinking and imagination. However, in the process of demonstration, the teacher did not grasp its effective time. These examples stayed on the blackboard for nearly half a class, so that in the end, the effect of children's works could not jump out of the circle of teacher's demonstration, and there was no picture different from the teacher's examples. If the teacher can write down the examples in time, it will activate the original representation in the child's mind and rely on it to imagine. On the basis of learning from others, I made many useful attempts in the follow-up teaching activities. Facts have proved that if the effective period of accurate demonstration is grasped, the children's picture performance will be richer, but the probability of "thinking beautifully" will be greatly reduced.
Thirdly, the demonstration should be considered in many aspects and stimulated from many angles, so that children can feel the richness and diversity of the demonstration. In children's art education activities, it is necessary to create a rich environment for children, provide diverse artistic creation materials as much as possible, and let children experience and create beauty. As well as a large-scale art activity "sandpaper snow painting",
This is just a clever activity. It uses sandpaper, a tool commonly used for polishing, instead of ordinary drawing paper, and uses the special texture and texture of sandpaper and the characteristics of oil pastels to form unique works. However, in the activity, if the teacher simply shows all kinds of snowflake pictures in examples, it will not play a demonstration role. If the teacher can collect a lot of snow scenes, such as parks, roads, children making snowmen and having snowball fights, I believe the children's pictures will be more comfortable.
Combined with the author's teaching experience, we think that we should consider using multiple examples in demonstration teaching. Multiple examples can provide children with multiple images, and children can imagine more angles and richer content. Secondly, multi-instance combined with heuristic language guidance can give full play to children's imagination and expressiveness.
Finally, there should be some exhibition space. In other words, teachers should not only highlight the main body, but also leave room for imagination for children when demonstrating. For example, the middle class painting activity "Pineapple". If teachers traditionally teach children to draw pineapples, there is no doubt that children's paintings will lack personality. Children's paintings will be like imitations made by factory machines and lack imagination. This activity, the teacher's demonstration is too full, not only teaching children to draw pineapples step by step, but also teaching them to draw backgrounds one by one: pineapple dolls are standing on the grass and waving to us, and there are white clouds and birds in the sky. The picture seems to expand the child's thinking: personify the pineapple and even say hello to us. Really have your own ideas, can present a unique picture, which is a sign of the development of imagination and expressiveness. Therefore, the teacher only needs to let the children know the characteristics of pineapple and remind them that pineapple can be personified. Demonstration is enough. Leave room for children's imagination, let children discover the similarities between pineapple dolls and themselves and even their partners, migrate existing life experiences, and deepen in the process of combing.
In preschool art education activities, demonstration can deepen children's understanding of the body, arouse the association in children's consciousness, and thus lay the foundation for children's colorful imagination in the future. More importantly, it is necessary to guide children to think freely and play freely, and use demonstrations reasonably and scientifically in teaching activities.
refer to
[1] Xunshushan, Ma Yuan. Misunderstandings and effective strategies in kindergarten art teaching activities [J]. Education and Teaching Research, 20 14(07).
[2] Chang. The Application of Effective Teaching Strategies in Kindergarten Art Teaching [J]. Journal of xinxiang university (Social Science Edition), 20 13(05).
[3] Kofi. Analysis of the problems in preschool art education [J]. Education and Teaching Forum, 20 13(30)
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