First, the teaching materials of art class mainly include three aspects: first, the status, content and function of the teaching materials; The second is the teaching goal; The third is the focus and difficulty of teaching. (1) The position, content and function of teaching materials should be defined in three aspects, one is the position of teaching materials, the other is the content of teaching materials and the third is the function of teaching materials. (1) The orientation of the textbook is to point out which version, which period and which unit the lecture content is. (2) The content of the textbook mainly expounds the main content of this course. (3) The function of teaching materials mainly expounds the knowledge, skills and emotions that can be obtained through course learning, or the influence on subsequent learning, and the connection with other units or topics and even other disciplines. (II) Teaching Objectives Under the guidance of the new curriculum reform concept, the teaching objectives of fine arts should be three-dimensional, that is, knowledge and skills, processes and methods, emotional attitudes and values. In the process of expression, three-dimensional teaching objectives can be independent or combined with each other. (3) According to the content of teaching materials, the teaching objectives of this course and the students' basic learning situation, the teaching emphases and difficulties are determined. Example 1 color psychology color psychology is a part of the third chapter of artistic language of works of art published by people's fine arts publishing house. This chapter includes five parts: modeling, light and shadow, color, space and texture. I choose the color part to expand it and become the content of this lesson. This lesson first reviews the basic knowledge of color, and then lets students experience the role of color psychology and feel the connection between color psychology and life through games. The multimedia courseware made by Authorware not only strengthens the interactive ability in class, mobilizes students' learning enthusiasm, but also cultivates students' art 1 Teaching objective (1) Knowledge objective: To master the basic knowledge about color. (2) Ability goal: to improve students' color perception ability; Cultivate students' practical application ability of color; Cultivate students' creative thinking. (3) Emotional goal: to cultivate students' earnest study attitude and interest in exploring new knowledge, and to feel life with aesthetic heart. 2. Teaching emphasis and difficulty: (1) Teaching emphasis: psychological effect of color; Color association. (2) Teaching difficulty: psychological effect of color. Example 2 "Fei" and "Fei" are the contents of the first volume of the fifth grade of primary school and belong to the field of appreciation and comment. The main content is to introduce Tian Fei, the motherland of mural art, to students. Show students Dunhuang Mogao Grottoes, the Buddhist grottoes with the most flying, and analyze the evolution and development of Mogao Grottoes flying. Explore the beauty of flying and how ancient working people used smooth lines to express their flying posture. These flights have beautiful and changeable shapes and have been loved by people for thousands of years. Being able to appreciate and express the image of flying is helpful for students to understand the expression methods in China's traditional plastic arts, understand the profoundness of China's traditional culture and the creative ability of working people, and enhance students' love for national traditional culture. 1. Teaching objective (1) Knowledge and skills: Understand the art of flying and deepen the understanding of culture and history. (2) Process and method: In the process of collecting materials, discussing, analyzing and appreciating works, basic artistic accomplishment and learning ability are gradually formed. (3) Moral and emotional values: enhance national pride and love the excellent artistic tradition of the motherland. 2. Teaching Emphasis and Difficulties (1) Teaching Emphasis: Understand the artistic characteristics of flying, master the basic creative techniques of flying, and try to copy or create a flying work with lines to express the momentum of flying. (2) Teaching difficulties: copy or create a flying work with lines to show the momentum of flying. Second, according to students' age characteristics and cognitive rules, comprehensively and objectively explain students' existing academic situation and methods, and provide reference for optimizing teaching design. Generally speaking, we should focus on the following three aspects: 1. Existing knowledge and experience: Talking about students' existing knowledge and experience and how to use it clearly will help students to transfer from "old knowledge" to "new knowledge" and solve the problem of teachers' "how to teach". 2. Learning methods and skills: that is, talking about the entrance or way for students to change from existing learning methods to new learning methods, and talking about the methods that should be mastered when learning new knowledge will help solve the problem of "how to learn". 3. Personality development and group promotion: It is necessary to make a comprehensive and objective analysis of the class spirit, study style, cooperation spirit and team consciousness, and make a separate analysis of the personality characteristics of special individuals (such as underachievers and special students) in the class, so as to grasp the actual development level of class groups and individuals as a whole and solve the problem of "qualification+specialty". Primary school: The vast majority of students are interested in learning art and learning teaching materials. Pupils' thinking is generally still in the "concrete operation stage", and they have basically mastered the ability of spatial relations and classification, but they still do not have rich imagination and abstract generalization ability, and their thinking activities cannot be separated from the support of concrete things. Following the educational thought of "teaching as the leading factor, learning as the main body, and practice as the main line", according to the nature of this course, I will adopt heuristic guidance teaching methods, make full use of multimedia, model drawings and other visual AIDS, adopt classroom discussion, cooperative learning and other forms, and let students intuitively understand the structural characteristics of painting diaries through comparative analysis and practice, so that students will not adapt to school life at the beginning of their studies. Therefore, in order to help children achieve a balanced transition from kindergarten to primary school, we should make basic preparations for primary school study and life in psychology, thought and behavior. We should pay attention to aesthetic enlightenment education, cultivate interest in art learning and the initial formation of art learning habits. In terms of knowledge and skills, first-grade children have a certain sense of life and can know some simple things and shapes, but their thinking activities cannot be separated from the support of concrete things, so teaching needs physical objects to enhance students' perceptual knowledge; Verbally, you can boldly express your feelings in short language. You can use questions and inspiration to cultivate children's personality and creative thinking. Let them learn in cooperation, find problems in games, stimulate their interest and ability to express beauty and create beauty, experience the fun of cooperative learning, and cultivate students' "friendship" spirit. In addition, the first-grade pupils are lively, playful, innocent and free. How to properly transfer them to art classroom learning, so that every child can concentrate on learning, study lively and happily, study actively and effectively, and discover every child's precious personality and creativity. First of all, through communication, understanding and communication with students, students need to know a good code of conduct for art learning, so as to know how to learn art knowledge and skills in an orderly and effective manner. The students of Grade Two in primary school are lively and naive, and their ideology and morality are in the initial stage of formation, which is not mature enough. After more than a year of training, I have a certain understanding of the discipline and regulations of schools and classes, and mastered some simple basic painting knowledge and skills, but I still lack bold imagination and creation in the process of painting and hands-on work. The third-grade primary school students are very interested in art learning, and their hands-on creative ability is obviously enhanced compared with the first and second grades. Usually, many students love painting, but they are strongly interfered by the right brain model. Therefore, teachers should continue to maintain students' interest in art learning, and on this basis, give students appropriate guidance on painting methods, so that they can feel the greater charm of art while getting in touch with preliminary art knowledge. The fourth-grade primary school students have a strong interest in art classes, have a good painting foundation and the ability to comprehensively use various materials, among which the ability to use painting materials is stronger. Most students can express plane images well and use their imagination boldly. The works are rich in content and full of life interest. Because the perception of three-dimensional modeling started late, it is still a bit lacking, especially the spatial understanding of objects. The students in Grade Four have got a preliminary understanding of artistic language such as modeling, color and texture, and learned to use various painting tools. They can also experience the effects of different expression techniques, know how to express themselves by looking, drawing and doing, have a certain color foundation and have a strong interest in art, but they still lack imagination and creative spirit. The fifth-grade pupils have a solid grasp of art knowledge. Most students learned to appreciate Chinese and foreign fine arts, architectural art, folk New Year pictures, traditional patterns, wood carvings and Chinese and foreign mask art; The first four years of study have cultivated students' aesthetic ability, and further made various attempts in water-based pigments, brush and rice paper, carried out interesting modeling activities and made simple creations; I learned the basic knowledge of primary color, intermediate color and cold and warm color, experienced the expressive force of color, and applied it purposefully, and initially learned the drawing method of pencil light color; Through painting, collage, accumulation and combination, I can accumulate visual and tactile experience, combine all kinds of art knowledge I have learned to create and design paintings, and make toys with various materials and methods; Describe meaningful things in life around a theme, reflect things around you according to your own ideas, and express your interests and wishes; Record what you see and hear and express your feelings in the form of diary painting; Can carry out preliminary sketch exercises, can show the general characteristics of people or objects, and can make simple three-dimensional or semi-three-dimensional shapes with various easy-to-process carving materials. Students' ability to feel beauty is generally improved, forming a healthy aesthetic taste. Most students have a strong interest in art study. In the sixth grade of primary school, with the growth of age and the continuous development of body and mind, students' requirements for art are also different. Compared with the second and third grades, the interest in learning in the sixth grade has dropped significantly. They pursue more realistic and real things, such as the popular "anime", and copy a lot. The painting skills began to mature, and the lines were very smooth, but the painting style was dull, the desire for expression declined, and there was a lack of childlike interest. Junior high school: With the growth of children's age and experience, their body and mind have been greatly developed. Thinking gradually develops from concrete image to abstract thinking, and intuitive teaching is closer to students' reality; Students' organizational ability, imagination ability and logical thinking ability have also developed to some extent. In the process of teaching, we can use the method of summary and induction to teach. However, students' basic knowledge of art is different from their observation and feelings about life, and there are significant individual differences. We can use the teaching methods of appreciation, inspiration and induction through examples to stimulate students' interest, arouse their enthusiasm and initiative in learning and stimulate their creative enthusiasm. After six years' study in primary school, students in Grade One and Grade One have mastered some basic skills in painting, and also have the ability to appreciate and analyze works in art, but the foundation is still poor and they lack self-discipline and self-control ability. Junior high school students are active in thinking and like to take part in some activities. Teachers can set interesting scenes for each class and each unit as much as possible according to students' learning situation, stimulate students' learning enthusiasm, lead in their emotions, enlighten their wisdom with their interests, and pay attention to students' communication and interaction in learning activities. Grade seven students are more enthusiastic and interested in art study. Especially for comics, most students love reading and painting, which is a favorable condition. However, students' modeling ability is weak, the resolution of comic content is poor, and they don't know enough about the essential characteristics of comics. In view of this situation, the teaching method of "combining teaching with activities" can be adopted, so that students can experience the teaching process of "watching cartoons-speaking cartoons-drawing cartoons", understand the close relationship between art and life, improve their appreciation of cartoon art and stimulate their artistic imagination and creative potential. Junior two students have a high interest in art study, have some basic knowledge, and some students have developed their artistic expertise. Grade three students are facing the pressure of senior high school entrance examination, and most of them have weakened their enthusiasm for art learning. But because they are nervous about their studies, they also hope to adjust their pressure through art classes. Senior High School: The physical and mental development of senior high school students tends to be mature, and their abstract thinking, logical reasoning, speech understanding and expression, and hands-on operation ability have also been highly developed. High school students are very nervous about their studies. Students have formed a relatively independent personality and have their own opinions. In class, some students are interested in this part and some are interested in that part. High school teaching is different from primary school and junior high school, and the teaching method of "doing what you say" is not suitable. "Performance" classes rarely appear, and the occasional "story meeting" can't be used. Most students do not control themselves with will in the process of learning, but according to the teacher's explanation and their own interests. Art class is not a college entrance examination item, and students' learning attitude towards art class is largely determined by teachers. Thirdly, under the guidance of the new curriculum reform, the basic teaching methods and learning methods include independent inquiry, cooperative discussion and goal-oriented learning, which should be adopted appropriately according to the content in the teaching process. The commonly used teaching methods of fine arts include demonstration method, situational introduction method, appreciation evaluation method, trial lecture method, layered teaching method, practice method, self-evaluation and mutual evaluation method, and four-step teaching method (reading, discussing, practicing and evaluating). In the process of speaking, we should give priority to several methods, supplemented by other methods. Iv. Teaching process The new curriculum reform divides art courses into "synthesis, exploration", "appreciation, comment", "modeling, performance" and "design and application", and the teaching procedures of each course are slightly different. Comprehensive exploration: Art has extremely wide application value in the field of human production and life. How to combine art closely with real life? The study field of "synthesis and inquiry" in the art curriculum standard is set up to achieve this goal. It is divided into three levels: (1) integrating all learning fields of art; ② the integration of art and other disciplines; ③ Art is connected with the real society. Through the comprehensive art teaching activities, the comprehensive exploration course introduces the knowledge of other disciplines and organically integrates the art knowledge with the knowledge of other disciplines, which not only maintains the characteristics of the art disciplines themselves, but also increases the horizontal connection between disciplines, which is helpful to cultivate students' comprehensive quality. Appreciation and comment: The field of "appreciation and comment" refers to the learning field where students appreciate and comment on the visual world such as natural beauty and artistic works, gradually form aesthetic taste and improve their artistic appreciation ability. Art courses are "the main way for schools to carry out aesthetic education", which can cultivate students' sentiment and improve their aesthetic ability. As non-art majors, their understanding of art works is poor or even blank, and many students know nothing about the basic knowledge of art works. Students' evaluation of works of art only stays on "beautiful" and "very good". Teachers should carefully design classroom teaching behavior according to the characteristics and current situation of appreciation class, guide students to actively participate in art appreciation activities, cultivate students' interest in appreciation activities, encourage students to intuitively feel the shapes and colors of nature and works of art, and encourage students to boldly express their feelings with short words. Design and application: The field of "design and application" refers to a learning field that uses certain materials and means to design and make, transmit and exchange information, beautify life and environment, and cultivate design awareness and practical ability around certain purposes and uses. Curriculum standards require that learning activities in the field of "design and application" should achieve four goals. First, understand the design idea of "applying what you have learned", use the basic knowledge and methods of design and technology to carry out purposeful creative design and production activities, and develop innovative consciousness and creativity; Second, feel the characteristics of various materials, make rational use of various materials and tools for production activities, and improve hands-on ability; Third, understand the aesthetic feeling of art form and its unity with design function, improve the aesthetic evaluation ability of living objects and their surrounding environment, and stimulate the desire to beautify life; Fourth, develop the behavior habit of anticipating and planning in advance, as well as a patient, meticulous and persistent work attitude. Designing application courses plays an important role in cultivating students' practical ability, especially their inquiry ability, and is an important position for cultivating students' inquiry learning. However, if teachers overemphasize the classroom structure and adopt a simple introduction-teacher's demonstration-student's production-teacher's evaluation of works, over time, students will only follow the teacher's demonstration, which inhibits the development of students' inquiry ability. Modeling expression: The field of "modeling expression" refers to a learning field that uses a variety of materials and means to express emotions and thoughts and experience the fun of modeling. Modeling and performance are two aspects of artistic creation, modeling is the basis of performance, and performance is realized through the process and result of modeling. In the process of "Modeling and Performance" teaching, we should not only aim at imparting simple knowledge and skills, but also be close to the physical and mental development characteristics of students of different ages and the actual level of art learning, and guide students to actively find and try different materials and explore various modeling methods, not only paying attention to the results of students' art homework, but also paying attention to the process of students' participation and exploration in "Modeling and Performance" activities. (1) comprehensive inquiry course syllabus 1, lead-in (defining teaching tasks) 2. teaching new courses (1) knowledge learning (2) inquiry methods (3) innovative design (4) improvement (3) appreciation and evaluation (2) appreciation and comment on course syllabus/kloc-0. 3. Teach the problem of setting the new lesson (1) and lead the students to appreciate it. (2) Explain the key and difficult points of this course. (3) Group discussion: appreciate and compare related works. (4) Summarize the important and difficult points of this course. (3) Design the teaching scheme of applied courses and prepare teaching AIDS (1). (2) learning tools. (2) import. (2) Appreciate and discuss the similarities and differences of famous works, understand the relationship between theme and material selection, and think about what other production methods can be adopted.