Art appreciation teaching is not only to spread knowledge and let students know a few works of art, but also to cultivate high-quality people with initiative, initiative and creativity. In order to achieve this goal, it is necessary to strengthen the guidance of some specific and microscopic appreciation strategies in art appreciation teaching, such as sensory ability, descriptive ability, verbal communication and interpretation, and art criticism essay writing. Only in this way can we truly realize the dialogue and communication with the works, thus reflecting the development of students' aesthetics, revealing students' aesthetic personality and expressing students' good aesthetic feelings.

At present, the research on art education in primary and secondary schools is developing vigorously, and the research on teaching mode, teaching method and teaching content has reached a certain depth. However, the guidance of learning strategies involving specific micro-angles and related to the fundamental development of students' artistic quality is relatively weak. In the teaching of art appreciation in primary schools, such shortcomings are: 1. Art education takes cultivating students' aesthetic ability as its own responsibility, and aesthetic ability begins with feeling. Cultivating students' perception ability should be an important task in appreciation teaching. In the actual teaching of appreciation, some teachers often ignore the existence of students and don't give them time and opportunity to fully feel, but take the teacher's feelings as the conclusion, thus making the teaching of appreciation simple and superficial; 2. Pay too much attention to the analysis and appreciation of the color, shape, light, lines, texture and other factors in the expression form of the work, and lack the experience and understanding of the overall aesthetic significance of the work in the process of appreciation; 3. Students' passive appreciation in class is reflected in that on the one hand, they only listen to the teacher's explanation, on the other hand, they always want to take the ideas expressed by the author as the standard of understanding. If the author's thoughts cannot be consulted for a long time, it should be based on the conclusion of art history theory. This kind of "standard answer" appreciation ignores students' understanding of artistic works, students' meaningful taste and language expression, not to mention the improvement of pillar appreciation ability such as description, dialogue and explanation, and the cultivation of creative appreciation ability.

Second, humanistic appreciation and dialogue

The new curriculum standard clearly points out: "Art curriculum is humanistic." People-oriented is the basic orientation of "Art Curriculum Standards" and "Art Curriculum Standards", which is based on the disciplinary nature of art, including art courses. It opposes any utilitarian purpose, requires that the whole focus of the course must be shifted from the world of things to the world of personality, and emphasizes the value of humanity. Understanding the concept of appreciation in a wide range of cultural situations clearly points out that "art learning is not just a simple skill training, but should be regarded as a kind of cultural learning". Only when students learn, perceive and understand art in a broad cultural context can they truly expand and deepen their experience of art, life, human society and culture, and let them realize the diverse and rich connotations of art, culture and life. With profound experience to support art learning, we can break through the situation of mere skill training, deepen the spiritual wealth of human beings into the inner world of human beings, and truly promote the perfection of students' personality. On this basis, students' self-awareness and self-improvement will have concrete practical significance.

Art papers, art courseware, art lesson plans, art classes, art research, sketch works, gouache works, oil paintings, traditional Chinese paintings, and hand-made works.

American educator Levi believes that art education should be based on humanities, and the creative process is the process of giving material form. This process starts with an idea and expresses it through a medium. If we ignore the form of the work and the author's ideas, we will ignore the humanistic spirit. Therefore, in appreciation teaching, from skill teaching to artistic and cultural level, it can better reflect the reform idea of changing professional education into general education. As the main way to cultivate students' aesthetic quality, art appreciation teaching in primary schools emphasizes humanistic care and grasps children's appreciation habits and characteristics in combination with children's age characteristics.

Effective oral dialogue, picture interpretation and art criticism are the keys to improve students' appreciation ability. "Reception Aesthetics" holds that either the painter creates a work or the work ends. On the contrary, the reader is the decisive factor that determines the fate of the work. Without the participation of readers, any excellent art is just a pile of material materials. The most valuable thing in appreciation class is not the artistic work itself, but the students' understanding of the work. Because in the process of understanding, students' imagination and creativity are permeated. All these require students to express themselves through effective oral explanation and artistic criticism. "The improvement of the quality of human language expression is manifested in the improvement of the quality of human existence" (Teng Songyao's The Edge of Culture). Therefore, in the process of appreciation, it is very important for students to have quality speech elaboration and artistic criticism, and to discuss the form and content, significance and value of a work without establishing historical concepts.

Third, the design and application of the appreciation process on the dialogue platform: art papers, art courseware, art lesson plans, art lessons, art research, sketches, gouache works, oil paintings, traditional Chinese paintings and hand-making;

Focusing on the strategic guidance of students' creative appreciation behavior in the process of appreciation teaching, the researcher has drawn up the following guiding steps.

1. Teaching observation and teacher-student communication stage: The main task of this stage is to discover the characteristics and shortcomings of students' appreciation of information through teachers' observation and research in the process of appreciating teaching, and consciously create a good teaching atmosphere, so that teachers and students can realize emotional exchange and communication on the basis of mutual trust and respect.

2. Analysis, improvement and strategy guidance stage: The main task of this stage is to analyze the causes of problems or defects with teachers and students based on the observation of students' appreciation behavior in the appreciation process, and the teachers give strategy guidance in the appreciation process to meet the "needs" of students to improve their appreciation ability in the appreciation process.

3. Create an appreciation process and strengthen the stage of creative appreciation behavior: the main task of this stage is to create a concrete and feasible appreciation process, and follow the appreciation process (observation, feeling, analysis and understanding, explanation and communication, value judgment) in the researcher's own award-winning conclusion "Research on Strategies for Cultivating Students' Innovative Ability in Chinese Painting Appreciation Teaching" (the second prize of the State, the first prize of Hangzhou) to strengthen students' flexible application ability of creative appreciation behavior in the process.

(1) Guidance in the description stage: The first impression of the work is an instant strong feeling, a pure visual pleasure, and an intuitive understanding of the work by children. The description of the first impression is to ask children to say external visual objects that can be pointed out immediately. In this process, teachers should include three aspects of guidance: first, give students enough time to observe and appreciate, so that they can express their true feelings in concise language; Second, listen to the students' descriptions patiently, so that students can fully express them; Third, teachers give clues through inspiration and questioning, and guide further observation, imagination and statement.

(2) Guidance in the stage of formal analysis: Formal analysis is to analyze the forms of beauty shown in the works, which is the key link to deepen students' aesthetic experience and improve their aesthetic comprehension. In the analysis stage, students are required to express their feelings about the work. Teachers should use inspiring language, such as "What do you like? Why? " Guide children to perceive and experience the works repeatedly and deeply, understand the connotation of artistic language and the principle of formal beauty, and imitate the creative form appropriately with the experience gained from appreciation to help students.

(3) Guidance in the interpretation stage: Interpretation is for students to explore the inner meaning of a work of art.. Grasp and appreciate the feelings and meanings reproduced and expressed in the works. The guidance at this stage focuses on two aspects: first, introduce the author's short stories and the creative background of the works appropriately, expand students' appreciation of the humanistic background of the works and form one or more reasonable explanations. The second is to encourage students not to stick to the teacher's explanation, not to stick to the author's original intention of creation, to experience and understand the information conveyed by the work, to give full play to their imagination and creativity, and to express their opinions.

(4) Guidance in the evaluation stage: evaluation is to judge the value of appreciating works. For primary school students, this evaluation is necessary and very useful if students can say what they like about excellent works, their understanding of the meaning of works, or appreciate some aspects of works that can have a positive impact on their creation.

Fourth, strategic guidance guides students' creative appreciation, art papers, art courseware, art lesson plans, art classes, art research, sketches, gouache works, oil paintings, Chinese paintings, and hand-making.

(A) the stimulation of cultural emotions

In the process of art appreciation, students are exposed to works of different historical periods and different themes, which is not only the material for aesthetic appreciation from the artistic perspective, but also the material for understanding historical events, social life, cultural differences between the East and the West and complex human feelings from the historical and cultural perspective. This helps to broaden students' horizons and broaden their knowledge, so that they can gain certain social, historical and cultural knowledge and experience while enjoying famous works. In this appreciation process, teachers consciously create specific appreciation situations to help students learn excellent humanistic art culture and cultivate humanistic spirit while appreciating beauty. The creation of appreciation emotions can be divided into:

(1) Thematic mood: According to a certain theme, consciously create a situation before or at the beginning of appreciation activities, so that students can appreciate the works in person, such as appreciation activities with the theme of human emotions (joy, anger, sadness and joy) displayed in artistic works.

(2) Theme tone: According to a distinct theme, list the works of art belonging to this theme for appreciation. As the painter described the "tree" as a thematic appreciation. Art papers, art courseware, art lesson plans, art classes, art research, sketch works, gouache works, oil paintings, traditional Chinese paintings, handicrafts (3) Background artistic conception: In the process of appreciating art works, in order to deepen the theme and highlight the distinctive characteristics of the times and nationalities, we create situations with the help of visual images and auditory images. For example, when appreciating the ancient landscape theme of China, with the help of the background of national famous songs such as "Mountain Flowing Water" and "Rain Beating Banana", a classical state of mind is aroused.

O (4) Guided state of mind: the situation and atmosphere paved for the appreciated works with the help of language, audio and video, animation and other media. For example, tell the story of Jesus and his disciples, and appreciate the last supper in the famous painting caused by Jesus' words at the dinner party: "One of you betrayed me".

(2) Induction of sensory ability

"The aesthetic subject's feeling of the aesthetic object through the senses (mainly audio-visual senses) is the starting point of aesthetics." (Aesthetics: Aesthetic Theory Qi Tinggui) Since aesthetics is the science of aesthetic theory, our art teaching should follow the aesthetic theory, take students' feelings as the first step of aesthetics, and attach importance to and cultivate students' feelings. Researchers can start with the following aspects in the specific training methods of appreciating sensory ability:

1, increase the opportunity and time to feel and appreciate the object. The cultivation of good feeling ability depends on the teaching activities carefully designed by teachers. Without the guarantee of certain teaching activities, the cultivation of ability becomes empty talk, especially the cultivation of sensory ability. At present, students don't have much time and opportunities to cultivate their sensory ability. In this study, researchers prefer to slow down the teaching speed and design more activities to feel the aesthetic object. If we can listen to The Volga River Tracker and Song of the Volga River Boatman at the same time, we will deepen our understanding of the work from the perspective of hearing. In the class of "Bark Pattern", students were taken outdoors to touch the bark of big trees growing on campus, and the change of bark pattern was felt by touching, which received good results. Only when students fully feel and experience the works in the process of appreciation can the appreciation be more real and vivid. Art papers, art courseware, art lesson plans, art classes, art research, sketches, gouache works, oil paintings, Chinese paintings, hand-made.

2. Pay attention to vision and cultivate synaesthesia through the interaction of hearing, touch and smell.

The cultivation of classroom emotion should be based on vision. In the research process of this topic, students are given full opportunities to feel the works, and they are guided to carefully analyze the formal language on the screen, the author's thoughts and feelings, and feel the thickness of the lines, the warmth and coldness of the colors, the realism and symbolism of the modeling. At the same time, strengthen the interaction of hearing, touch, smell and vision, and effectively and comprehensively cultivate students' feelings.

(C) the guidance of the form analysis of works

Art is a language that can be learned and understood, and it is also a way of communication that can be "read" and "spoken" through study and practice. "Reading" refers to the visual expression of a work, and "speaking" refers to creating a visual expression. The guidance of the form analysis of works is to rationally explore and analyze the characteristics and characteristics of works' modeling from the perspective of artistic techniques such as color, modeling and composition. In the process of appreciation, there are several kinds of strategic guidance to improve students' ability to analyze the form of works:

China 1, using modern educational technology, to create a learning platform for the analysis of the form of works.

Modern educational technology is various, and educational expressions are various. Under the influence of modern educational technology, the visual presentation of images, lines, colors, textures and spaces can be realized for artistic works that are put into visual form in the process of appreciation, which is easy to create a good teaching appreciation atmosphere and suitable for encouraging students to actively participate in the appreciation of works.

2. Use comparative appreciation to put related works of art in the same appreciation environment, improve analytical ability and deepen understanding.

The contrast of works can produce the persuasiveness and pertinence of male discrimination. In the process of art appreciation teaching, the works of the same painter with different themes in different periods, works of different paintings with the same theme, works of different nationalities and countries with the same theme, and works with different treatment styles with the same painting content are placed in the same appreciation environment, and the subject researchers conduct in-depth analysis and comparative appreciation. , art papers, art courseware, art lesson plans, art classes, art research, sketch works, gouache works, oil paintings, traditional Chinese paintings, hand-made (4) screen interpretation and dialogue exchange guidance, art papers, art courseware, art lesson plans, art research, sketch works, gouache works, oil paintings, traditional Chinese paintings, and hand-made works.

On the one hand, it can change the "teaching" of teachers occupying the podium and dominating the world in traditional appreciation classes, and turn to students' real "learning" of works of art; On the other hand, the application of hermeneutics is conducive to the improvement of students' language expression ability. Appreciation class mainly cultivates students' visual ability and language ability. Students should not only analyze works of art with their eyes, but also learn to express their understanding in words. If teachers attach importance to the cultivation of students' ability to describe pictures, to the expression of students' feelings after watching works and to the cultivation of students' ability to evaluate works, then the dialogue and communication between students, teachers and students, and between students and works may become a reality. It will improve students' comprehensive quality, including thinking, creativity, emotion and humanistic spirit. In the process of appreciation, the training strategies to improve students' ability to explain and communicate basically start from the following aspects:

1. Creating a dialogue atmosphere: Dialogue is a special way of language communication for human beings.

In the dialogue, the communication between the two sides quickly reached a visual fusion. In the process of integration, we can broaden our horizons and make our spiritual life enter a new and higher level. The "dialogue" here is not a casual conversation in daily life, but an equal, open, free, democratic and coordinated interesting atmosphere created in the process of art appreciation teaching. Here, students can be inspired to express innovative opinions on the works, and multi-directional communication between teachers and students and between students and works can be generated, which will become a real "people-oriented" and "people-oriented" appreciation learning.

F the new curriculum standard makes us realize that one of the essence of teaching is communication, and positioning the essence of teaching as communication is a complete change in the teaching process. "So, how to realize this kind of communication? Cooperative learning is an ideal way. In the process of art appreciation, whether it is the description of the theme of the work, the analysis of the form of the work, or the appreciation of the value of the work, cooperative learning may open up new ideas for students, bring unexpected effects to students and enhance their sense of cooperation.

2. Cultivation of descriptive ability: In appreciation activities, both teachers and students should use language to describe works. On the one hand, teachers' purposeful and appropriate description of works can arouse students' aesthetic experience; On the other hand, description can guide students to observe artistic works purposefully and cultivate students' imagination and creativity, which is an important basis and way for students to comment on artistic works. This topic can cultivate students' descriptive ability through the description of teachers' semi-finished products. For example, Margo Park Yung-soo's City of the Pyrenees is a surreal painting, which is hard for children to accept. However, a student's description of this painting beautifully reveals the beauty of surrealist painting "... the blue sky with white clouds floating, the waves lapping against the coast, and the boulder in the distance of the castle. These ordinary landscapes are reunited to form another world that cannot exist in reality, which is amazing. In the imaginary world of the painter Margo Park Yung-soo, you can go against the existence of gravity and let the giant rocks float in the air like white clouds! "

3. Development gap appreciation: There is a gap between students and the appreciated works, which hinders the understanding of the works. In the process of art appreciation teaching, teachers should make use of the gap between students and works, guide students to actively understand works with their own knowledge and experience, make full use of the positive factors in this gap, and encourage students to explore hard. The actual differences and cultural differences in students' life during the study can help students appreciate and understand the works of art. For example, students have all kinds of temperament and personality, some are naive and lively, and some are calm and quiet. When you appreciate a work of art, you are often influenced by it. A female student in grade six is cheerful and likes bright works of art, so she doesn't like Raphael's masterpiece "The Lady in the Chair", although she knows it is a world famous work and admits it is excellent. Compared with those students who are going to hang the painting in the most conspicuous position at home, she wants to hide it under the bed because she thinks "this painting is too dark and a bit boring". This is not a reflection of low style, but an active choice in understanding.

4. Strengthen the humanistic spirit: In the current appreciation class, some teachers only pay attention to the analysis of skills and skills, ignoring the education of humanistic spirit. In appreciation, the internal relationship between the formal factors of the work and the author's thought is ignored, and the humanistic spirit is inevitably ignored, which makes students have the illusion that the skills of the work have nothing to do with the thought of the work. By strengthening the humanistic spirit in the process of appreciation, this topic improves students' deep thinking about works of art. For example: appreciate Miller.

(5) Advocating the combination of appreciation and creation.

In art appreciation activities, we emphasize the dialogue between teachers and students, which does not mean that teachers can't introduce and explain any background knowledge. On the contrary, the appropriate background is for the further development of the dialogue. In this process, teachers participate in students' appreciation of works of art with an equal attitude, and at the same time guide students to point out the existing problems of works, so that students can make various changes and creations that meet their own requirements, and further improve and deepen their understanding and experience of appreciating works. For example, after enjoying Leonardo da Vinci's Mona Lisa, students became interested in the historical and artistic features of this famous painting, so the teacher struck while the iron was hot and encouraged students to recreate the Mona Lisa in their own minds in combination with reality. As a result, there appeared the Mona Lisa on the stage, the Mona Lisa on the work clothes, the Mona Lisa like a mother and the chubby Mona Lisa.

(6) The inspiration and beauty of writing art criticism essays.

Eisner's DBAE art teaching thought pays special attention to the cultivation of students' artistic criticism ability. In the teaching of DBAE, art criticism is by no means asking students to seek a standard answer for a work of art. Students can enhance their visual analysis ability and language expression ability through "dialogue" with artistic works. On the one hand, language expression ability is embodied in the process of description and interpretation of works, on the other hand, it can be expressed in written form. Through the strategic guidance of writing short comment sentences and short comment essays after appreciation, this topic encourages students to actively participate in the discussion, make artistic comments and materialize them in written form, which further deepens the appreciation knowledge and improves the appreciation ability. For example, when appreciating the teaching aid "Han Xizai's Night Banquet", students are immediately attracted by the organic connection of the five paragraphs of the whole work. Teachers use recording to play pipa performance, dance music, light music, flute performance and cymbals performance according to the picture content, and guide students to feel the specific content of the night banquet picture with music. When talking about their feelings, some students said: "The night banquet unified five scenes: listening to the pipa, watching the dance, resting, listening to the flute and playing the cymbals, and seeing them off. This is a short story. " Someone said, "There are so many people standing or sitting, standing or falling, leaning or moving or static on the picture of the banquet, which is simply vivid and rich." Some said: "The colors of the picture are magnificent, simple and lovely, with red and green tones interspersed, large pieces of black and white alternate with each other, and the contrast echoes. There are not many colors, but they are rich."

Verb (abbreviation of verb) shows humanistic spirit and creates a dialogue platform.

1, which is helpful for teachers to establish a comprehensive and perfect view of art education. Art papers, art courseware, art lesson plans, art research, sketches, gouache works, oil paintings and Chinese paintings are all made by hand.

Due to the rapid development of social economy and culture, humanistic spirit is constantly emerging in different social fields. Under the influence of humanistic theory, today's art education combines the advantages of inquiry appreciation teaching method proposed by Professor Feldman and four-stage aesthetic teaching mode of DBAE, and is gradually replaced by "comprehensive art education" in the United States, becoming a new idea and model with modern educational concept. Comprehensive art education focuses on the all-round development of all students, and is not only responsible for students' art education, but also responsible for students' all-round development. Comprehensive art education marks the development of school education from art subject education to art culture education. The most attractive place of art and culture education is to enlighten life, care for life and advocate aesthetics, which is conducive to the sound development of personality. The most valuable transcendence of art and culture education is to cultivate a pluralistic and open cultural mind, which is conducive to the cultivation of creative learning. "Art is one of the most humanistic and comprehensive human activities" (Yin Approaching Art). Therefore, advocating aesthetic and humanistic education, carrying out comprehensive appreciation activities and perfecting personality in the process of appreciation will certainly promote the rooting of students' humanistic education view and help teachers to establish a comprehensive and perfect artistic education view.

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2. It is beneficial for teachers to practice the educational concept of art courses.

The new art curriculum standard expounds the basic educational concepts of "people-oriented" and "student-oriented". Curriculum standards point out that it is necessary to believe that every student has the ability to learn art and can develop his potential to varying degrees. Therefore, art courses should meet the requirements of quality education, face all students, and form students' sound personality based on their development. In the course content, it is emphasized that the basic content of the course must be basic and useful for students' future development, and at the same time, attention should be paid to hierarchy to meet the quality differences of different students. Art study should lay the foundation for students' lifelong learning. Therefore, we should attach importance to students' appreciation learning, add teachers' emotional factors in appreciation teaching, and ensure the integration of thinking, emotion and action. The content of appreciation is closely related to students' basic needs and life. Lively cases have been obtained in the research of the subject, which will certainly enrich the researchers' understanding of the new curriculum education concept.

3. It is conducive to the improvement of students' appreciation ability, evaluation ability and cooperation and communication ability.

The essence of art appreciation teaching process is communication. "Because there is no communication and interaction, there is no teaching, and those" teaching "that only have formal teaching expressions without substantive communication are all fake teaching" (Yu, Teaching is the Basic Way of Curriculum Implementation). The application of cooperative learning in appreciation teaching can change the situation that students' learning style is too monotonous. In the process of appreciation, the cooperative mode of infiltrating autonomous learning and inquiry learning is adopted, and the concept of "evaluation to promote students' development" is adopted in the elaboration of appreciation results to adapt to the appreciation learning situation of students with different personalities and abilities and help students understand their own appreciation ability and artistic criticism level; Encourage each student to collect works of art in various ways according to their own characteristics, and gain unique views on the works of art that they are interested in, which greatly improves students' appreciation ability, evaluation ability and cooperation ability.

4. It is conducive to the development of students' creative appreciation ability.

"Cultivating creativity and problem-solving ability" can get such extensive attention today, which is not unrelated to the expansion of creative meaning by humanistic psychology. Humanistic psychology believes that creativity is one of the signs of healthy personality, which gives creativity a broader and more universal meaning than before-creativity can be expressed in any activity people engage in. No matter what people do, they should do it with a creative attitude or spirit, which is rooted in human nature. Creativity includes not only the spirit and consciousness of innovation, but also the ability to turn new ideas into concrete things. Therefore, the new art curriculum standard puts forward that we should pay special attention to the cultivation of students' personality and creativity, cultivate students' creative thinking in many aspects, dimensions and levels, cultivate students' innovative consciousness and cultivate students' ability to transform innovative ideas into concrete results. Encourage students to take the initiative to carry out comprehensive and exploratory learning, learn to find problems, explore problems and solve problems creatively.

The Tao Te Ching written by Laozi begins: "Tao can be Tao, but extraordinary; Famous, very famous. " Emphasizing the humanistic spirit of art appreciation teaching and emphasizing dialogue and communication can be described as "teaching can be taught, but not teaching;" This can be this, very this. "Teachers in this kind of art appreciation study are no longer teachers in the traditional sense, and the leading role of teachers is more reflected in guiding and teaching students to appreciate activities. Teaching has textbooks, but it is no longer textbooks in the traditional sense, and life is full of artistic appreciation. People's self-confidence comes from themselves and from others. If a person never appreciates himself, he will not have confidence; If a person has never been appreciated, he will not gain self-confidence. Appreciate art, appreciate masterpieces, appreciate yourself, and be appreciated by others. Dialogue can exist, so can human nature.