Educator Dremov said: "Not all children can write poetry and sing, but all children can draw." Children's painting is a visual language used by children to express their emotions. Children's painting is a spontaneous artistic creation activity of children and a free expression of children's thoughts, emotions and artistic potential. In modern times, children's art education that pays attention to emotion, self-worth, artistic accomplishment and creativity should conform to the law of children's natural growth and respect children's self-discovery and self-expression in artistic activities. In his principle of "life education", Mr. Chen Heqin, a famous children educator in China, thinks: "Whatever children can do by themselves, they should be allowed to think for themselves. Children explore and discover for themselves, the knowledge they seek is the real knowledge, and the world they discover is the real world. " Let's give our children more time and space to draw their own pictures and their own sky.
Then, how to give full play to children's main role in painting and turn painting into an activity for children to imagine freely, create boldly and experience happiness is the first problem that teachers must pay attention to in painting teaching. However, in the current kindergarten painting teaching activities, there are still many unsatisfactory places, which are highlighted in the following aspects:
(A) adhere to teaching materials, teaching methods are single.
At present, in kindergarten painting teaching, it is generally to look at the teaching materials first, find out the teaching objectives, and draw whatever the teaching materials require. And the method is to explain a demonstration painting first, and then teach it step by step. The teacher draws a stroke, the child draws a stroke with it, and then asks the child to draw with reference to the model. If the imitation is better, you can add some flowers, grass, birds, the sun and so on. To enrich the picture. Children learn to follow suit, the pictures are similar, and the teacher's teaching method is single and boring.
(2) The evaluation scope is narrow and the model is fixed.
When commenting on works, the teacher is the judge who judges right and wrong. They often praise the works that children imitate a lot, add more pictures, and the pictures are clean and tidy, and even use small red flowers and five-pointed stars as rewards. However, children's works with monotonous pictures, poor imitation and scattered homework are not affirmed, and some even criticize and accuse children of not drawing seriously. After all, there are only a few children who are naturally sensitive to painting, and these children often become the fixed evaluation objects of teachers, which is not conducive to stimulating more children's enthusiasm for painting.
(3) The limitation of painting space ignores the role of environmental layout and regional perspective in kindergarten painting teaching.
Teachers attach great importance to the indoor and outdoor environment layout of kindergartens every year or every semester. In order to keep the walls beautiful and tidy, the picture layout is generally designed at a height that children can't reach, while the walls and floors that children can reach must be kept clean and flawless, and children can only do their homework on paper or exercise books. Children's free creative space is greatly limited.
The above problems are not conducive to the development of children's painting thinking and creativity, and their disadvantages are very obvious. The Guiding Outline of Kindergarten Education clearly points out: "Children's creative process and works are important ways to express their understanding and feelings, so we should support children's personalized and creative expression and overcome the bias of overemphasizing skills and standardization requirements", which points out the direction for how to do a good job in children's painting teaching. In my opinion, teachers should stimulate children's ability of free expression and personality creation in order to achieve the best teaching effect.
First, close to and grasp children's life, combined with multimedia, to stimulate children's interest in painting.
Interest is the best teacher, which fully embodies the importance of interest in children's knowledge-seeking process. Interest is the driving force for children to actively explore, gain knowledge and experience and broaden their horizons. Therefore, the focus of kindergarten painting learning is not to cultivate the professional skills of art education, but to stimulate children's interest in painting learning and lay the foundation for future art education. Today, with the update of knowledge and changeable information, children's cognitive experience is not what it used to be. They prefer to accept new things randomly derived from reality.
(a) close to and grasp the children's lives, looking for children's easy to accept the theme.
Froebel once said, "The lessons learned from life are the deepest and easiest to understand." This requires teachers to be close to and grasp children's lives at any time, get out of the established teaching materials and find topics that children can easily accept. The Monkey King and Pig Bajie are not fictional characters in famous works, but vivid images that children can see directly on TV. "Red walls, green windows and bright golden roofs" are no longer the appearance of the house that children are interested in, and they may be more involved in high-rise buildings with complex structures. For another example, artillery and tanks are weapons that children like but are difficult to draw. However, in the recent Iraq war, they feasted their eyes on American high-tech weapons. Tanks, cannons, planes, aircraft carriers, missiles, etc., can be painted vividly by children. It can be seen that if teachers can pay attention to things that are close to children's lives, which children are familiar with and like, and generate new teaching materials on the basis of pre-made teaching materials, they can not only enrich and develop predetermined goals, but also develop new teaching materials and methods to promote children's happier and more successful painting.
(2) Use multimedia teaching to stimulate children's interest in painting.
The emergence of multimedia teaching can better promote children's interest in painting. It is an information technology that integrates graphics, characters, images, video images, animations and sounds, and is comprehensively processed and controlled by computers. This is another revolution in the information field. In teaching, it can not only provide students with rich teaching information quickly, but also provide students with diversified interactive ways. At the same time, in painting learning, vivid expression can expand the amount of teaching information, broaden children's knowledge, stimulate children's desire and interest to actively perceive and explore, and make the teaching content vivid. For children, the boring form lacks aesthetic feeling. Multimedia teaching can realize the advantages of rich colors, dynamic and static combination, high intelligence and so on, so that the content that cannot or is difficult to express in traditional teaching can be displayed intuitively in front of children, which not only helps children understand the painting content, cultivates their love for beauty, but also improves their painting creation ability.
Multimedia teaching comprehensively uses the effects of pictures, sounds and colors, creates various vivid and flexible learning and teaching situations, reproduces life scenes with virtual reality, makes static knowledge dynamic, visualizes abstract knowledge and makes boring knowledge interesting, thus creating a relaxed, lively, smooth and free learning atmosphere, attracting children's interest, cultivating children's sentiment and promoting children's learning ability. For example, the painting in the middle class learns that "flowers are so beautiful". Before the activity, many animations of flowers blooming, bees and butterflies flying around collecting honey were collected from the internet. All kinds of flowers on the screen are in full bloom, with different shapes and bright colors. Coupled with a quiet and beautiful piece of music, children's interest in painting is greatly stimulated through visual perception and love for rich pictures. As long as they have an interest in painting, children will maximize their potential, which is close to the purpose of education.
Second, explore new ways for children to paint by themselves, so that children can "dare to paint"
In today's kindergarten painting teaching, there is still a common phenomenon that "the teaching content focuses on cognition and skills, and the teaching methods often take teacher demonstration and children's imitation learning as the main methods". The neglect of children's subjectivity has seriously hindered the development of children's imagination and creativity.
(1) Renew the links of "teaching" and "learning" in painting activities, and change teaching children to learn.
The teacher is the leader of the starting point of stand-up crosstalk teaching, and plays the role of opening and triggering, so that every child can innovate his own brand-new works. Teachers should teach children how to draw what they want and how to draw what they want. But we can't completely go to the other extreme, pure' free painting'. Treating young children with empty encouragement such as "painting if you like", "painting boldly" and "painting differently from other teachers" can easily lead to laissez-faire. Ignoring the guiding role of teachers and overemphasizing children's free expression make painting in a wandering state of gravity, which makes children's works have no focus and content. Some children even become meaningless emotional venting because of their low ability. Or it is easy to induce inertia, and it is difficult to break through after reaching a certain level, thus forming conservatism and delaying the development of young children. Paying attention to children's free painting in art activities does not mean that teachers don't have to teach, but put forward higher requirements for teachers, that is, teachers should be targeted in their guidance so that every child can learn from it. We should take the essence from the existing model, discard the false and keep the true, and explore a new way and model that suits us. According to the instruction of the outline, the author explores the teaching methods of children's painting, advocates the use of many novel teaching methods with children as the main body and teachers as the leading role, and runs children's painting activities through games, so that children can actively participate in the activities of "discovering beauty, feeling beauty and expressing beauty" and improve their painting skills and performance ability. To this end, we can adopt the following teaching methods:
1, model law
The Model Law is not a traditional imitation painting, but a reinterpretation in the order, form and content of presentation. In painting teaching, as a driving force to stimulate children's interest, it makes children enter the state of visual thinking activities and plays a two-way role in selecting and reorganizing demonstrations.
① Local demonstration: The so-called local demonstration refers to the part of the new teaching content that is difficult for children or part of the image, and the demonstration conducted by teachers to break through the difficulties and achieve the teaching objectives. At the same time, children can concentrate on their studies and master new skills.
(2) Appreciate the demonstration method: the teacher provides two or more diversified demonstration paintings. Teachers inspire children to observe, so that children can get certain information feelings visually, broaden their horizons and stimulate their interest in painting.
(3) Children's self-demonstration: observe the works of peers through children's eyes, communicate silently with their own way of thinking, and explain the pictures, so as to find their own unique harmony with their hearts. It can be seen that showing children the works of peers plays an invaluable role in improving children's works. Every child's artistic creation is personalized, and there are many elements worth learning from each other. Introduce those creative expressions and guide children to imagine and create on the basis of learning from each other.
(4) Teachers and students * * * demonstrate together: Let teachers and students * * * participate together. As a demonstration painting service, teacher-student cooperation complements and develops the creations of both sides, which greatly mobilizes the enthusiasm and participation of children.
2. Discovery method
Discovery method has changed the traditional teaching method based on demonstration and imitation. Teachers do not teach children ready-made artistic skills, but create an environment to encourage children to observe and discover, focus on solving problems and pay attention to their independent activities.
3. Situational approach
Design and choose the environment and situation full of emotional characteristics, so that children can feel things emotionally, experience the world around them and stimulate aesthetics and imagination. Teachers can let children feel the rich and colorful living environment in nature and society according to the educational objectives, and can also use the garden site to arrange some special situations, and can also describe the characteristics of children in situations through artistic language and fairy tales.
4. Perception method
Before painting, children's understanding of the texture, nature and shape of objects directly affects their modeling activities. Therefore, we should try our best to provide children with opportunities to get in touch with the object to be expressed, so as to understand the essence of the object.
5. Model method
The dynamics of characters are complex and diverse, and the dynamics of characters and animals drawn by children are different. How to make children express themselves more vividly in teaching? I use moving characters and real people to perform.
(B) the combination of various forms of teaching methods, flexible use, so that children "dare to paint."
Demonstration method can help children master simple painting skills and improve their short-term painting level. However, if the demonstration method is too advanced, it will easily bind children's small hands and brains and hinder the development of children's imagination and creativity. Observation is an important way for children to learn painting. After the textbook is confirmed, children can be observed purposefully before or during class, and they can be guided to pay attention to the shape, size and color of objects, experience the feelings of activities, appreciate beautiful things, and turn the painting content into something that can be seen, heard, touched and deeply felt, so that children can "draw pictures". Dialogue plays an important role in children's painting. Creating a relaxed and open conversation environment for children, first expressing painting ideas and describing painting scenes, can not only improve children's thinking imagination and language expression ability, but also improve children's interest in painting, and also enable children to learn from each other and enjoy resources, which is more conducive to teachers catching children's bright spots in time, discovering and correcting the shortcomings in the conversation, so as to make children "have pictures to draw".
All the above methods have their specific application environment, which requires teachers to master flexibly. Children's drawing ability varies widely. For children who can't write on the basis of observation and conversation, teachers should give individual demonstrations in time to help them build up confidence and bravely pick up brushes. For children who encounter temporary difficulties in painting operation, teachers should be their instructors and collaborators. For example, when drawing a "maze", a child is about to succeed, but the maze is turned into a dead end because of a clerical error. Facing the helpless child, I timely guided her to say, "How to turn a key vertical line into a channel?" With a little guidance, children begin to understand, vertical lines become doors, "dead ends" become "thoroughfares", and children's thinking is activated. It can be seen that the application of model method should be combined with observation, conversation and other methods, and teaching should be people-oriented and emotion-oriented, so as to help the weak without restraining the strong and ensure that children at different levels "dare to paint".
Third, teachers' evaluation should be combined with children's evaluation, so that children can "dare to say and draw"
The process of evaluating works is also the process of children's re-learning. It is clearly pointed out in the "Guidelines for Early Childhood Education" that children should be supported to develop their individuality and creativity. When evaluating children's artistic performance and works, we should accept and affirm children's unique aesthetic feelings and expressions, stimulate and protect children's desire for expression and self-confidence, and avoid denying, restricting or interfering with children's artistic works.
After a work is finished, children often can't wait to tell every stroke of the work vividly according to the theme and creative experience, and the language is distributed in every corner of the picture. Children's self-expression stimulates their desire to express boldly and trains their oral expression ability. At the same time, many children's whimsy will amaze you. For example, there is "green watermelon" because "it is hot and green watermelon is cooler than the red sun"; Dad's saliva is "as big as soybeans" because "Dad is too scary when he is angry, and his voice is loud, and it hurts to spit on my face" ... It can be seen that children have integrated their thoughts and emotions into their creation, and all this can't be evaluated by the teacher's eyes alone. On the basis of understanding the content and emotion of children's works, it is particularly important for teachers to make further evaluation according to the age characteristics of different children. Children like to express or vent their feelings about life in the form of painting, express their feelings through objects and express their frank feelings. Such a work may not be smooth enough, the combination ratio is unconventional and the color depth is unrealistic, but it is still a good creative work. Therefore, when evaluating children's works, we should always pay attention to protecting children's creativity and respecting children's emotional handling. Every painting is not good or bad, only the children's performance level is different. As long as the work has a unique creative personality and can express children's nature and feelings about life, even if it is only one of them, teachers should capture it in time and give it appreciation and encouragement, so that the language of encouragement can "spread" on every child.
Fourth, expand children's creative space
In every corner of the kindergarten, it is often found that many children take out watercolor pens and paint on tables, chairs, walls, floors, and even hands and faces at will. If teachers make full use of the environment around the activity room and are good at finding space to expand their children's painting, they can not only change their bad habits, but also cultivate their interest in painting and improve their painting skills. Put the paper and pen in the corner of the class art area, so that children can take them with them. Six flat cuboid food boxes are pasted with white paper, which is a good place for children to draw. They are coated layer by layer and then pasted again. Colored cartons can also be used to play games, which children like very much. Although the clean and bright glass is sanitary, it is more childlike to paste the children's torn paper works and arrange them as window grilles. Choose some white walls with ceramic tiles as places for children to paint, and children will boldly decorate and be extremely happy, because beautiful classrooms are not only the works of teachers on high, but also the works of children themselves within reach, so how can children not feel the sense of success and joy brought by artistic activities?
In short, the expansion of free creative space can effectively improve children's enthusiasm for painting, promote children to use their hands and brains, express boldly at will, and explore children's inner creativity and expressiveness to a greater extent. Only by constantly expanding the creative space can children draw more creative and colorful magic pictures with crayons!