Wei Yangui, Xi 'an Experimental Primary School, Lianhua Town Street, Gaoming District, Foshan Abstract: Many children like painting very much, which is the most direct way for each child to express his feelings. My daughter has just turned one year and four months this year and is very interested in painting. Whenever she sees a pen, she throws away other things and picks up a pen to draw excitedly. It can be seen that children are born with a strong interest in painting, and this interest grows with the growth of children's knowledge and opinions. Therefore, in the art class of kindergarten and primary school 123, we can easily see the students in the art class cheering. Yes, they like painting, because they can freely express their feelings in the world of painting without any homework burden and restrictions. How could they not like it? By the fifth and sixth grade of primary school, their emotions and thinking have undergone a series of changes, and they have become a learning life based on learning knowledge and mastering skills. Not only has the number of art classes arranged by the school decreased, but in the minds of some teachers and students, art has become irrelevant because there is no pressure to go to school. Some schools even erase art classes and use them for Chinese, math and English. In this environment and atmosphere, it is reasonable for students not to buy painting tools and materials and not to take art classes seriously. Senior art class is like going through the motions, and students have consciously lost interest in art class. I think the school's arrangement and attention to senior art classes has affected the art classes arranged by the school for students to a certain extent, and the class hours have also decreased accordingly. At this time, it is easy for us to find some similar phenomena: (case) This class is an art class in grade six. Because of the pressure of entering a higher school, the sixth grade has only one art class every week. It should be said that the opportunity is rare. This class can be relaxed, relaxed and well behaved. I made full preparations, walked into the classroom of Class 6 (1), turned on the slide show, and revealed the topic "One of the Thirty-six Strategies: Crossing the Sea by Hiding the Sky". I showed the students thirty-six cartoons and told the historical story of crossing the sea in Tibet. The students are very interested, and every student listens carefully. I was very satisfied with the students' performance and thought, "Today, we should seize the opportunity to let them. So I announced to my classmates: for today's art homework, we have to design a plan to hide the sky and cross the sea. Can be designed with animals! Then I showed them the modern version of the cartoon "Thirty-six Animals" and announced that there would be a competition (according to the previous teaching experience, students are happy to play freely)! As soon as the voice fell, the cheers made me unable to control the class. After I finally calmed down, the students stopped listening. They don't care about any competition. They just bury themselves in painting and painting. I looked at this situation and thought: it seems that the quality of this assignment will be very high! However, I was disappointed by the later results. Some students are drawing beautiful girls in cartoons and some villains in English books. At first glance, I asked all my classmates to draw this topic. Although the students all have them, I am disappointed with the homework they handed in at last, because there is no complete work at all, just a few animals are drawn at random, and there are few creative and complete pictures. It can be seen that the quality of students' art homework decreases with the growth of grades. Isn't this phenomenon worth pondering? Under such circumstances, I began to pay attention to this problem, and how to make students' emotions naturally expressed in art homework became my research direction. After a period of investigation, analysis and practice, I gradually realized some purely personal views and discussed them with my peers. Art homework doesn't require children to draw a lot of pictures, no matter how good they are, whether they like it or not. We need children to pour their emotions into art homework, so that art homework can become another silent language for children to express their emotions. So, how can we effectively improve the interest of senior primary school students in art? I think we should pay attention to the following points: First, teaching design focuses on emotional stimulation. Rodin, an aesthete, once said, "You can find beauty in what others are used to by looking at what others have seen with your own eyes. "The same is true of art homework. Students should be able to discover the true meaning of life from ordinary things and produce distinctive emotions. I hope my art class can also make students sing. Therefore, in teaching, I instruct students to discover life with their own eyes, feel life with their own hearts, and analyze life with their own minds. Gradually, students can pay attention to the things in life and think positively. In my relative's class, there are always classmates who say it was painted in kindergarten, and then the homework handed in is either a dull portrait of a person or graffiti on relatives. Now, I have changed my method. I found some old people's heads on the Internet to show them. When they thought it was interesting, I showed them a rough face of a farmer. At first, the students were not surprised. I asked, classmate, who have you seen with such a face? With this question, students' thinking becomes active. "My grandmother's!" "My grandfather's face is so rough!" "My father is a deliveryman. Rain or shine, dad delivers goods outside. His face is like this. " I am very happy to hear so many answers, because in fact, these children usually pay attention to observation. "Yes, our grandparents, grandparents, parents, their work is very hard, in order to make our life better, so that the face is cracked and wrinkled by the wind, and it is no longer as soft and smooth as your face. Students, this time our art homework will draw their faces, ok? " Only in this way can students' energy soar. After I gave a little hint about drawing a face, I will arrange to go home today and find a face that is most worthy of painting and most touching to you. The next day, I received a task that surprised me. The face on the paper is so powerful and vivid that I even read love from the students' paintings! This is what I want! It can be seen that the students poured their true feelings into this assignment, so that the true feelings can be revealed in the art assignment. To this end, I specially arranged an exhibition for this homework, so that the children can match some text descriptions. Unexpectedly, it inadvertently provided a good moral education platform for the school. School leaders like it very much. Second, reduce the bondage and express the true feelings. The purpose of art homework is to express students' knowledge, feelings and wishes, or to communicate with others. Everyone's experience, ideas, opinions and temperament are different, so it will naturally be different when completing art homework. So I try to activate students' thinking in teaching. The author thinks that only by taking students as the center, improving the teaching methods and means, realizing the interaction between teachers and students, and letting students reduce their bondage, express their true feelings, be interested in "moving", have the conditions to "move" and have the confidence to "move" can art teaching gradually "live". My method is: 1 to meet students' learning needs in time. In my opinion, teachers should pay attention to mastering and satisfying students' learning needs, so as to encourage students to devote themselves to art learning. For example, on the eve of New Year's Day last year, many students wanted to design their own greeting cards, but they didn't know how to make them, so they had a strong learning demand. The author made a greeting card to bless all the students in class, and introduced the methods and skills of making greeting cards to them. The students were enthusiastic and successfully distributed "Happy Baby" and "Happy Angel" cards with their own characteristics and personalities. 2. They are good at teaching games. Teachers should be good at combining skill training with symbol games, developing entertaining "games", stimulating students' interest nerves and encouraging every student to "move" and "move". For example, when teaching the basic knowledge of color in the sixth grade of primary school, I first divided the students into six groups. Prepare red, yellow and blue pigments for each group, and play "color matching game" in groups to let them feel the color change. Red, yellow and blue play with orange, green and purple, and then play with red, gray, yellow and purple. During the whole "game" process, students' playful nature was publicized, and all students were "moved". 3. Actively promote the life of teaching materials. Teachers should closely link art teaching with students' real life, guide and encourage students to discover and explore the beauty in daily life, "bring" the knowledge and things they have mastered or experienced into the classroom, and "live" the art teaching materials. For example, when I was teaching Book VII of Melon and Fruit World in primary school, I brought a basket of fresh fruit for students to observe its shape, smell its taste, then describe its shape and pattern characteristics, draw a picture of this basket of fruit, and a fruit will be rewarded for outstanding performance. Students have a high interest in learning. 4. Vigorously open up a new "battlefield" for teaching. Teachers should be good at integrating art teaching resources in classrooms, schools and society, and strive to open up a new "battlefield" for teaching. The "battlefield" in class is mainly cooperative learning, which takes the form of "students helping students", such as "group mutual assistance" activities and "one-on-one" learning activities; After class, the "battlefield" is dominated by competitions, and in the form of "students are better than students", various competitions such as cutting and pasting, clay sculpture, love cards and greeting card design are carried out. In addition, actively encourage and organize students to participate in art calligraphy competitions for middle school students at all levels. 5. The openness of art classroom teaching should break the boundaries between time and space and provide students with a broad space for activities. Art class can break the boundaries of classroom, combine classroom activities with extracurricular activities, and let students move towards life and nature, feel beauty, discover beauty from natural scenery and show it. When I was in the sixth grade, I tried to take a class "Painting Scenery with Colors". The instructional design of this course breaks the boundaries between time and space. I made preparations for adjusting the class in advance, leading students into the campus and parks, and letting them observe and discover the beauty of the environment. The enthusiasm of the students is very high. However, there is a problem from the observation link. Not all students will observe, but some students will not observe. They seem to have seen everything, but they have no impression when describing it. They are superficial and blind. Faced with this situation, I thought of the principle of cultivating selectivity in curriculum reform, which pointed out that we should reduce the demands of the public to a minimum, broaden the scope of students' choices, recognize the differences among students, and treat students' initiative with tolerance and care. I didn't urge them to write, but through the mutual help between classmates and the guidance of teachers, these students learned to pay attention to the relationship between scenery when observing. Students have vivid images and express their wishes. They draw and draw. The more they draw, the happier they are. The more they paint, the more they love painting. Received excellent classroom effect. It can be said that there are real feelings in class. I believe that starting from the needs of students, not from the subject, adjusting and allocating teaching time in time and making rational use of teaching will certainly achieve good results. Third, be kind to extracurricular works and mobilize enthusiasm. Most of our students come from rural areas, and they rarely have access to some exaggerated and personalized paintings since childhood. Therefore, in their minds, only paintings like physical objects are considered good. If this concept does not change, it will be impossible for our children to create the paintings they really want to draw. At this time, we should be good at using extracurricular works to arouse their creative enthusiasm. Some famous Chinese and foreign paintings can sometimes stimulate their desire to learn art, but sometimes children feel too far away from them to try it themselves. Therefore, we can choose some interesting works among our peers to give children an ideological or visual impact. The theme of these works of smokers comes from life, and the composition and painting are also very simple. For example, draw a kettle and a tall teapot. Or a fruit box or a piece of cloth; For example, draw a few big trees with rough branches and two or three houses on a soil slope; For example, a white wall and a lattice window in the garden; Another example is drawing a person's big face. Although it is casual and simple, it is a pure and simple expression. It is the expression of the atmosphere. It's like a delicious pot of wild mushroom soup. What we can't catch up with is that every line and every work is handled so calmly and skillfully, and their colors are far from grandstanding and gorgeous. Those colors that have been cultivated so stably are like spending 7749 days in the alchemy furnace of Taishang Laojun. After such appreciation of extracurricular works, they have the pleasure of finding and finding, and discover subtle or extensive infectious things in life. Discover the possibility of painting expression, different picture organization, picture arrangement and different visual effects. Even different painting media (such as fiberboard, corrugated paper, cellophane, cardboard, oil pastel, colored chalk, carbon tape, correction fluid, brush and ink, etc.). ), these things that have been completely broadened in the field of contemporary art can be introduced and developed in the field of children's painting. I let students understand that painting is the carrier to express their thoughts, feelings, ideas and attitudes. The most important thing is that in this series of processes, their comprehensive quality can be cultivated and improved, and these abilities have certain continuity and permeability, which will affect their future growth and development. Children will gradually accept and try this habit of appreciation, and they will boldly face the art education of all students. Its ultimate goal should be to cultivate students' ability to know, discover and appreciate beauty through various means, rather than to exercise a certain level of painting. Not everyone is the material for painting. We should face up to this individual difference and force students to finish art homework. When he can't reach the goal you set, he will have a sense of frustration and failure, which is likely to stifle the child's yearning for beauty and think that communication with beauty is a painful thing. This is the main reason why senior three students are less interested in painting. In fact, a lot of things, a lot of empathy, the reason is simple. For example, I like listening to music, but anyone who wants me must learn to play the piano. I'm afraid I'll never be interested in listening to music again. So are children. If God allows me to come again, I will definitely say "I'm sorry" to my scolded classmates. If I were still an art teacher at school, I would definitely not ask students to finish their homework. Students refuse to finish art homework, which only shows that your homework is too difficult, too boring, too old-fashioned and too boring!