First, give full play to the leading role of teachers and guide students to explore independently.
Students' independent inquiry can not be separated from teachers' leadership. Without the guidance of teachers, students' inquiry activities are likely to be like "headless flies-bumping blindly", far from students' dominant position, and independent inquiry will not achieve good results. Independent inquiry is not a unilateral learning state of students, but a new combination of teaching and learning under the guidance of new ideas. The leading role of art teachers is mainly reflected in: stimulating students' interest in learning and forming a strong internal driving force; Guide students to analyze the present situation and establish the development direction and goal; Guide students to design and plan learning procedures and explore learning methods; Guide students to implement study plans, break through obstacles, overcome difficulties and complete in-depth exploration; Guide students to review and reflect on the learning process, sum up experiences and lessons, make self-adjustment and consolidate research results. Therefore, teachers are the promoters of independent inquiry in the teaching process.
Educator Stuart clearly pointed out in the Teacher's Rules: "I think the art of teaching lies not in the ability to teach, but in enlightening and awakening." How to motivate people without getting excited? How can you not take the initiative to wake a sleeping person? For example, in the bridge class, the author first demonstrated how to build a bridge with eight pairs of chopsticks in class, then asked the students to build a bridge with chopsticks in groups to see which group could build it quickly and well, and finally designed and made a creative bridge with cardboard. In the following time, they planned excitedly and enthusiastically, and some groups even argued over which color to choose. Knowledge about schoolwork: such as bamboo bridge, stone bridge, wooden bridge, rattan bridge, iron cable bridge, reinforced concrete bridge and other materials; Supporting structures such as piles, piers, arches, beams, frames, columns and cables of bridges; Students can naturally explore and understand the knowledge of the traffic part of the bridge deck and the guardrail part of safety and decoration. Of course, it also cultivates students' interest in learning art and their ability to explore independently. Make full use of the characteristics of art courses, expand various teaching activities, and cultivate students' independent inquiry ability in all directions. The new curriculum embodies the diversity of teaching content and teaching methods, emphasizes the combination of art and social life practice, is closely related to community activities and student life, and serves the society and life. Teachers should give full play to the characteristics of art as much as possible, use this characteristic to carry out various teaching activities, and cultivate students' independent inquiry learning ability.
Second, extracurricular art interest groups are a good way to cultivate students' independent inquiry.
As the saying goes, interest is the best teacher, the driving force to cultivate students' creative spirit, and one of the most effective driving forces to stimulate and promote learning. Therefore, whether students' interest in learning can be stimulated will directly affect the level, process and effect of autonomous learning. It is necessary for students to ask their own questions, because it is often the bud that urges students to discover and create. The ancients said, "Learning begins with thinking, and thinking originates from doubt". With questions, thinking has direction and motivation. Therefore, teachers should skillfully create questions in teaching, so as to stimulate students' interest and motivation of independent inquiry. The learning content of extracurricular art interest groups is rich and extensive. Teachers can take different forms, choose different contents and offer different learning courses according to different students' experiences, intentions, needs, emotions and interests, such as calligraphy, painting, seal cutting, computer graphic design and other interest groups. These members often come from different classes and different age stages. Maybe they have never met, but everyone came together with common enthusiasm. Their wishes are the same. For such interest groups, students are enthusiastic and interested. Therefore, in such an environment with a strong thirst for knowledge, as long as the teacher gives instructions and guidance, the potential of students' independent exploration is explosive, which often gets twice the result with half the effort.
Third, various extracurricular art design and production activities are important carriers of students' independent inquiry activities.
Extracurricular art design activities are often close to social life, with various forms and a wide range of topics. The knowledge and skills that students learn in class often have no chance to come in handy. If we create a platform for students to realize the success of "applying what they have learned" at this time, their confidence will be doubled and they will change passive acceptance of learning into active inquiry learning. Practice has proved that knowledge and skills can only be continuously expanded through the continuous accumulation of practical experience. And extracurricular art activities can make up for a lot of knowledge that can't be mastered and understood in class. Therefore, teachers should actively create opportunities for them to participate in various extracurricular art design activities, such as posting billboards for societies, making posters for ball games and literary evenings, advertising for business promotion activities and trade fairs, drawing POPs, helping to design, plan and arrange various exhibition halls, and participating in the design and production of household goods or home decorations. It can also be used in practical art activities in students' life, such as sketching and writing activities, blackboard newspapers and so on. As we know, students who can participate in these designs and productions are often recognized by teachers because of their specialties in some aspects, and teachers also agree that they can participate in such activities. Especially some art students, who are professional and capable, are often able to think what we think and worry about what we are in a hurry. Therefore, these students have a sense of accomplishment, superiority, pride and are willing to participate. They can even lead a group of classmates. Once they invest, they will devote themselves wholeheartedly, and their ability to explore will be "immediate".
Of course, in the process of extracurricular design activities, teachers should guide students to question, investigate, practice and collect, cultivate students' innovative spirit and inquiry ability, and also tap students' potential. Students can not only feel the joy of success, but also master knowledge and skills in activities.
Four, all kinds of exhibitions at all levels are necessary forms to cultivate students' independent inquiry ability.
It is necessary for teachers to create a colorful stage, organize students to participate in various art exhibitions or competitions, show their level and give students some opportunities for competition and success. Especially those students who have special talents in art, teachers should create opportunities, tap their potential as much as possible, and fully mobilize their learning ability of independent inquiry. Such as painting competition, calligraphy competition, photography competition, etc. To this end, the author holds no less than one student painting and calligraphy exhibition every semester, and can also carry out exhibition activities with different themes according to different periods, and of course, give certain recognition in time. In this way, students can consciously understand current events and explore painting methods and forms. Teachers can also arrange art exhibitions skillfully in teaching to better mobilize students' ability of inquiry and expression. For example, in the teaching of "Foresight in a Foreign Land", the author combined "activity suggestion" and "thinking and communication" to assign students a task: the school is going to hold a "science fiction works" competition, and students are invited to create according to the inspiration brought by the works in this class. Therefore, students naturally use the materials provided by textbooks to imagine and look forward to the customs they have never set foot in, and spontaneously organize to watch movies such as Star Wars and Avatar, consult illustrated newspapers such as Enigma, acquire relevant knowledge, and try to understand the significance of science fiction painting by combining computer renderings. Finally, this exhibition will naturally be held. Through various levels of exhibition activities, we can broaden students' horizons, cultivate students' aesthetic quality, improve students' comprehensive quality, and leave some valuable art works resources for the school.
Independent inquiry ability is an important ability to acquire and update knowledge, and it is also a basic quality of a person. As a basic subject, with the deepening of the new curriculum reform, the guiding ideology of art education in middle schools, like other disciplines, has changed from simply imparting knowledge and mastering skills to attaching importance to the cultivation of learning ability and learning methods. Art independent inquiry is not a unilateral learning state, but a highly unified and coordinated new classroom combination under the guidance of new ideas. Cultivating students' independent inquiry ability is an important aspect of art curriculum reform and an important way to promote students' quality development.