First of all, stimulating interest is an effective means to improve the effect of art teaching. Many practices have proved that there are two factors that determine students' learning attitude: cognition and interest. Interest dominates students' attention, making them concentrated and stable in learning activities. Educator sturgeon said: "The teaching effect basically depends on the students' learning attitude. "Students' interest regulates their emotions, and their strong interest in learning makes them show great enthusiasm, thus improving learning efficiency. Therefore, in order to improve the teaching effect and improve the enthusiasm and initiative of students, it is necessary to stimulate and improve students' interest in learning. At this point, art class is more important. If students are not interested in learning, they just study for the sake of learning. In this way, we can't firmly grasp some basic knowledge of art, nor can we improve our creative ability and aesthetic ability.
Secondly, stimulating interest is an effective way to enhance the attraction of art classes. Bolovic, a famous educator and psychologist in the former Soviet Union, once said, "As long as you are interested, good grades will naturally come." Pupils are full of creative imagination, which can't be expressed in words, but only through painting, so most students like painting. However, because many teachers give boring lectures, students feel boring and have a sense of "hardship". The effective way to change this situation is to stimulate interest, that is, to stimulate students' interest in learning with fresh and lively teaching methods and enhance the attraction of art classes. Interest is the fuse that triggers students' intrinsic motivation and the premise of seeking knowledge.
Then, how to effectively stimulate students' interest in learning and make primary school art education break through the closed static structure, I think the following ways can be taken.
First, create scenarios to stimulate interest.
Students' cognitive process and emotional process are an organic whole. In teaching, according to the teaching content, with the help of modern teaching methods such as slide show, audio and video recording, and using artistic materials such as music, movies and pictures, a relaxed, harmonious and active classroom atmosphere is created. It can not only enrich, reflect and deepen the teaching content, but also stimulate students' emotions and interest in actively exploring knowledge.
For example, in the class "I love the national flag", I walked into the classroom without saying a word, turned on the tape recorder and played the national anthem. At first, the students were confused. After a while, the students couldn't help singing along with the magnificent music. Then, I pointed to the national flag hanging in the classroom and asked the students, "What do the five stars and red on the national flag represent?" The students answered quickly. Then, I asked my classmates, "What will you do when I hear the national anthem playing and the five-star red flag rising?" The creation of artistic conception makes students suddenly active and express their views. In this excellent situation, I introduced new courses according to the situation. Practice has proved that creating certain situations can not only stimulate students' interest in learning, but also achieve the effect of "winding paths leading to seclusion".
Second, cleverly set doubts and stimulate interest.
As the old saying goes, "learning is expensive but there are doubts, small doubts and small progress, big doubts and great progress." Setting questions is an important means to stimulate students' interest in learning and the core of heuristic teaching. In art class, cleverly setting questions can stimulate students' cognitive conflicts, arouse a strong desire for knowledge, ignite the spark of thinking, and make students form the goal of inquiry, thus promoting the realization of teaching goals and tasks. For example, when I was teaching how to draw a chicken, I suggested that students "test the teacher" and let them name a shape at will. The teacher can draw a lovely chicken with a few strokes. Students are inspired by the words "test the teacher" and have great interest. Everyone wants to beat the teacher with their own unique skills. So the students raised their hands and said all kinds of shapes, but I added the chicken's eyes, mouth, crown, tail, wings, legs and claws one by one, making these figures skillfully become "square chicken", "round chicken" and "narrow chicken" and so on. The students find it interesting. Through the * * * activities of students and teachers, the emotional communication between teachers and students is strengthened, the classroom teaching atmosphere is relaxed and harmonious, the interest of students is stimulated, everyone participates, and by grasping the image characteristics of chickens, they learn to draw pictures.
Third, demonstrate teaching AIDS to stimulate interest.
Although the application of teaching AIDS plays an auxiliary role in the teaching process, it is cleverly designed and used properly, which can greatly stimulate students' interest in learning. For example, when teaching symmetrical pattern design, I first showed a paper cut in half, and projected it with a slide before opening it, so that students could guess: What might it be after opening it? At this time, the students' attention was focused on the projection, and the atmosphere became active. They raised their hands to guess, and soon some students got it right. The students became interested in it. Then, use this paper-cut to ask students to sum up the law of symmetry. Because they noticed the shape of the pattern in the situation guess, they quickly summed up the law of symmetry. The application of this teaching aid will strengthen students' participation in teaching. At the same time, it also adds a kind of interest to the classroom and enlivens the atmosphere, so that the regular classroom teaching can be implemented in pleasant games and entertainment.
Fourth, organize discussions to stimulate interest.
Organize students to discuss and debate around a certain problem, let them express their opinions, inspire each other and complement each other, so as to solve the problem perfectly, improve their enthusiasm for learning, and make them have a strong interest in this problem and sprout their desire to solve it. For example, when I talk about furniture model design, let the students form a set of furniture models in groups of four. Let each group discuss the type, quantity and style of furniture made first. The students' discussion suddenly broke out and the classroom atmosphere became lively. Students express their opinions and put forward their own different opinions, and then get the result through group discussion. In this way, students' interest is stronger, their enthusiasm is improved, and at the same time, they are given opportunities to communicate with each other. Discussion improves students' participation, enlivens the classroom atmosphere and improves students' interest in learning.
Fifth, use games to stimulate interest.
Games are children's paradise. Playing games can satisfy their playful psychology and make their attention not only lasting and stable, but also highly nervous. In art teaching, the teaching content is infiltrated into the game, so that students can be interested in the teaching content in a pleasant atmosphere. For example, when I was talking about "pinching a small animal", I prepared dolls of various animals. First, announce to the class: "Shall we play a game first?" As soon as the students heard about playing games, their enthusiasm came up. Then I invited five students to the podium, blindfolded them first, and then each gave them a doll to touch, so that they could guess what animal they were holding and what its characteristics were. At this time, the class became active. Soon, the students figured out what kind of animal it was and its characteristics were complete. In this way, students have a strong interest in it, and at the same time, some teaching contents of this course have been solved.
Sixth, make full use of praise to stimulate students' interest and confidence in learning art.
Geiger and Berlin pointed out in Educational Psychology: "Praise is the cheapest, easiest to use, most effective and most easily overlooked method to stimulate interest in learning." Respecting students' academic achievements, praising more and criticizing less can enhance students' self-confidence and stimulate students' interest in learning. Most students want to be praised by teachers, so teachers must evaluate students' homework properly. Because teachers are the commanders of students' learning and the appreciators of their works, their paintings are the result of their efforts and are drawn through their own ideas and designs. A work is a world of self. While retaining their initial feelings about nature, it shows a new and inner world and condenses their interest and innocence. Therefore, no matter whether the students' works are good or bad, teachers should see the differences of students' drawing ability when evaluating the works, and evaluate students at different levels with different evaluation methods. Find its bright spot in students' works, further awaken students' thirst for knowledge and creative consciousness, and establish self-confidence. Therefore, for each student's homework, our teacher should carefully correct, correct, write comments and evaluate them in class, so that students can know their own advantages. Give affirmation and encouragement to the students who have made progress, praise the shortcomings of homework as cleverly as possible, and let him feel the teacher's affirmation of his achievements, so that he will do his homework more seriously and the effect will be better and better in the future.
Children's works are always the expression of unique mind. Let children explain their works, and you will be surprised by their imagination and admire their creativity. Make them establish confidence in painting, express their feelings and gradually improve their painting level.
Conclusion "The essence of teaching art lies not only in imparting, but in inspiring, awakening and inspiring". Interest is not innate, and students' interest in learning changes and develops under certain conditions. Teachers should not only fully mobilize students' interest in learning, but also pay attention to the development trend of students' interest in learning at any time and take reasonable measures to make their interest develop for a long time. All learning activities have a strong interest as the foundation, and there will be inexhaustible motivation.
In a word, cultivating students' interest in art learning is a hard and lasting work, which needs further exploration and discussion in practice. We should further explore and stimulate primary school students' interest in learning art, so that art teaching can truly play its unique value in art education and become a subject that truly conveys culture and promotes people's all-round development.