The most important thing is to practice basic skills. How to practice them well. I recently read a book that may be useful to you:
Systematic, standardized and scientific training of basic calligraphy skills
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Yu Yong
(Department 1, Education, Normal College, Liaodong University, Dandong, Liaoning 118003)
The purpose of research-based learning is to take students as the center and cultivate students’ practical ability , innovation consciousness, subject consciousness, and improving students' comprehensive quality. Our calligraphy teaching and research section mainly starts from the following aspects when carrying out research-based learning activities.
1 Systematization
Break the traditional one-on-one training model, change the state of contempt that regards writing training as dispensable, and change the long-term belief that writing well is innate. To avoid misconceptions, we announce the teaching skills training plan to the students from the beginning when they enter the school, introducing the training content, training steps, training forms, and assessment methods, so that students can have a good idea of ??their future teaching skills and make early preparations. The training content is divided into three stages: basic, improvement and application. Different grades and different periods have different training contents, forming a series and systematization.
The main content of the first-grade training is calligraphy. Through the teaching and training in this link, students can acquire relevant calligraphy theory, techniques, appreciation and other knowledge, and be able to write precise strokes, reasonable structure and glyphs. Beautiful calligraphy.
The main content of the second grade training is pen calligraphy. Through the teaching and training in this link, students can write pens with correct and standardized fonts, neat and beautiful fonts, similar sizes, well-proportioned and clear strokes, and reasonable structure. Character.
The main content of the third-grade training is chalk writing. Through the teaching and training in this link, students can write standardized, neat and beautiful blackboard writing, and achieve strict format, reasonable organization and moderate speed. The layout is neat and tidy.
2 Standardization
2.1 Standardization of training content
Font standard, no traditional Chinese characters, typos, added words, missing words, correct stroke order, accurate punctuation .
The posture should be standardized and the pen-holding posture should be correct. Regardless of the pen, brush or chalk, the fingers and wrists should be coordinated, the expression should be calm, and the behavior should be generous and decent.
2.2 Standardization of training methods
In terms of staffing, three full-time calligraphy teachers are each responsible for the training of one type of font. Teacher Shi Chengjun focuses on brush calligraphy, and teacher Yu Yong focuses on When it comes to writing with chalk, Teacher Zhang Jugang focuses on writing with pen. Each performs his or her own duties, with both division of labor and cooperation.
In terms of pen calligraphy, there are four "Teachers' Teaching Skills Display Board"***, which are placed in Building 3. They are changed once a week. Each class is responsible for the layout and display, and the teacher scores each period. , record the results.
In terms of chalk calligraphy, the "Basic Teaching Skills Training Platform for Teachers College Students" is placed in the main hall on the second floor of Building 3. Starting from grade 02, each class rotates, and each student writes according to their student number, which is changed once a day. Teachers print out scores every day and record them in a book as part of the basic skills assessment.
A focused training method is adopted for brush calligraphy. Students with outstanding writing scores set up a calligraphy association, which is held in classroom 220 in the East District. Teachers use their breaks every day to provide dedicated guidance and cultivate top calligraphers.
2.3 Standardization of the assessment system
Every semester, the department will conduct a large-scale basic skills assessment, and the department will formulate assessment plans, assessment plans, and special assessment standards. The test questions are standardized and the pen handwriting assessment uses special "paper for assessment of basic writing skills". The chalk-written question marks are selected from ancient poems in current primary school textbooks and made into formal and standard examination questions. Brush calligraphy requires students to write works of various styles, which can be mounted into scrolls and can be exhibited in exhibitions or competitions.
3 Scientific
3.1 Scientific training
The training content of pen calligraphy and chalk calligraphy is made into question bank and pen calligraphy copybook, all from the current From volumes 1 to 6 of primary school Chinese texts, select all the ancient poems one by one, indicate the source and volume number, and create a bank of chalk-written assessment questions for students to practice one by one, from easy to deep, practical and effective, so that students can learn both The textbook contains classic content and the preparation of lessons in advance also achieves the purpose of practicing calligraphy. It is targeted and enables students to receive real, practical and practical results.
3.2 Scientific training methods
In terms of management emphasis, there is a deputy director in the department who takes charge, and calligraphy teachers implement it. The teachers of the whole department cooperate, the whole department takes action, everyone is united, everyone has a responsibility, and everyone is responsible. This is not a matter of a few calligraphy teachers, but a major event related to the basic skills of the students in our department who will teach in the future. In terms of activity operations, a "Teacher's Teaching Skills Display Board" and a "Normal College Students' Basic Teaching Skills Training Platform" specifically for student training were produced, and a studio specifically for calligraphy creation was opened. In this way, different grades, different levels, and different training contents complement each other and promote each other.
3.2.1 Combining soft and hard, focusing on practicality, and striving to reflect the characteristics of normal schools in teaching
First of all, we focus on the teaching of calligraphy, from the posture of holding the pen, basic strokes, structural principles, and style characteristics , each school provides explanations, tutoring, training, and assessments, and has successively opened courses such as Liu Ti, Yan Ti, European Ti, Zhao Ti, etc. The diversification of calligraphy styles is suitable for students' wishes and requirements, and effectively adjusts students' learning ability. Enthusiasm and initiative, learning efficiency is greatly improved. Students' calligraphy works are frequently published in newspapers and magazines or win awards in calligraphy competitions at all levels. This greatly improves students' cultural taste and calligraphy style, and not only lays a solid foundation for further study and improvement. , and also prepared excellent basic skills for future teaching.
Secondly, the content of practical hard-pen calligraphy has been added to the calligraphy teaching, highlighting the practicality and teacher-education, and giving full play to the advantages of hard-pen calligraphy being easy to learn and quick to produce results, with the purpose of allowing students to write in compliance with the standards. , accurate, neat, beautiful and skillful pen and chalk calligraphy to improve future teaching ability.
3.2.2 Combining point and area, leading by point, and implementing follow-up teaching
The so-called "point" refers to the intensive training, cultivation and improvement of a small number of students; "face" means It refers to all objects of teaching and is the main body of teaching. First of all, we should do a good job in "surface" work, with improving the overall level as the fundamental point and starting point. Secondly, we should pay attention to working hard on "points". We have established a calligraphy society to identify students who have a strong interest in calligraphy and good foundation. As the top students, they are listed as key training targets. They use their spare time on Saturdays, Sundays and noon every day to focus on tutoring, demonstration, correction and explanation, and train them into "little gentlemen" who serve as the teacher's assistants. These gentlemen learn from their classmates. Come, learn and then return to the students, playing the role of "a single spark can start a prairie fire".
3.2.3 Integrate in-class and extra-curricular activities, apply what you learn, and strive to cultivate students’ hands-on ability
In teaching, we always adhere to this principle and let students do more hands-on work in each class. All students asked students to write on the blackboard, which not only practiced calligraphy but also practiced courage. Students generally felt that they benefited a lot and hoped to receive on-site comments and explanations from teachers and classmates. This stimulated students' enthusiasm for learning and effectively shortened the time they learned. distance from practical application, at the same time, we also fully consider the actual needs of students, and prepare a chalk calligraphy training platform, a pen calligraphy display board, and a brush calligraphy creation studio for students to the best of our ability. It allows students to get training and display opportunities from multiple angles and in all aspects. Students take the initiative to practice, learn in practice, and practice in practice. In addition, calligraphy teachers use a lot of spare time to provide guidance. Students are even more empowered and can give full play to their abilities. It enhances students' initiative and creativity, which is also an important factor why our graduates are popular wherever they go.