Art knowledge for the third grade of elementary school

1. What should be taught in primary school art

Catalog for third grade: "The Palace Museum" 1. "Color Drop Dyeing" 2. "Beautiful Dyeing Paper" 3. "Four Seasons" 4. "My Favorite Season" 5. "Blow Molded Paper Prints" 6. "Characters in Comics" 6. "Characters in Comics" 7. "My Own Cartoon Portrait" 8. "Clever Use of Symmetrical Shapes" 9. "Association of Letters" 10. "Association of Pebbles" 11. "Dough Sculpture" 12. "Dinosaur World" 13. "Ink Painting Game" 14. "Wandering in the Comic Story Park" 15. "Learning to Draw Comics" 16. "We Are Traveling" "In Paradise" 17. "Rattle" 18 "Temple Fair in Beijing" 19. "Alley in Beijing" Sixth grade catalog: Lesson 1: Decorative Colors 2 Lessons: Purity of Colors (1) 3 Lessons: Purity of Colors Exercises (2) 4 Lesson: Drawing Shadow Puppet Lesson 5: Painting Shadow Puppet Lesson 6: Installation Art Lesson 7: Proportional Knowledge in Windmill Art Lesson 8: Interesting Bionic Design Lesson 9: Interesting Bionic Design Lesson 10: Ink and Wash Expression - Tree Lesson 11: Ink and Wash Expression - Ancient Architecture Lesson 12: Clay Sculpture - Ancient Architecture Lesson 13: Design of Bookplates Lesson 14: Beijing's World Cultural Heritage Lesson 1 Future middle school life teaching goals: Emotional field: Cultivate students' healthy and upward mental outlook and learning attitude, Stimulate students' self-confidence and enterprising spirit.

Cognitive field: Through visits, conversations and other ways, learn about the characteristics of future middle school life in many aspects. Field of operation: Master the expression methods of imaginative painting and cultivate the ability of imaginative painting.

Learning content: Teaching focus: Explore different creative methods, develop individual expression abilities, and convey your own thoughts and feelings. Teaching difficulties: the content and methods of imaginative painting.

Teaching process: Pre-class preparation: Teachers and students collect photos of middle school students around them to learn about the learning and living conditions of middle school; students prepare painting tools and materials. Teaching introduction: The students all had a pleasant winter vacation. Did you spend this winter vacation meaningfully? Is there anything new you want to say to your classmates? This is the last semester of our elementary school. You must be looking forward to your future middle school life, right? What do you know about middle school? When we reach middle school, it means we have to bid farewell to our childhood life and enter the lively teenage years. What is your impression of middle school life? You can talk about your views and understanding in terms of study courses, inter-class life, extracurricular life, degree of freedom, etc.

What should we do now? Talk about the direction of your efforts. Appreciation: Appreciate the model pictures in the textbook and talk about your understanding of the pictures.

When you go to middle school, you are a teenager with a sense of autonomy. Your father and mother will treat you as an adult. At this time, you can ride your bicycle to school with pride. How is the study life in middle school different from that in elementary school? What content are you going to choose to express? Classroom exercises: Carry out imaginative painting exercises with the theme of "Future Middle School Life", depict the content that interests you most, and ask to draw your own understanding and ideas.

Class evaluation: Introduce your work to your classmates. Teaching postscript: There are certain differences in the study and life between middle schools and primary schools. Students often feel a kind of pressure from their parents.

Therefore, various methods should be used in teaching to relieve students' concerns and raise questions, discuss and answer questions about middle school learning and life. At the same time, it is necessary to guide students to analyze works and master some preliminary composition and expression methods during teaching.

Lesson 2 Get Close to the Master - Sketch Appreciation Teaching Objectives: 1. Students have a preliminary understanding of the basic expression forms of sketch and appreciate its aesthetic value. 2. Appreciate and compare the different expression methods of the works of various masters, and try to copy them.

3. Be able to have your own unique insights into the work and boldly express your own feelings and understanding. Learning content: Teaching focus: Compare the similarities and differences in line processing, composition form, style characteristics, etc. of the works of various masters; try painting using the methods learned.

Teaching difficulties: Feel the beauty and value of monochrome painting in sketch, and at the same time feel the excellence of master's sketch works. Teaching process: Pre-class preparation: (1) The teacher prepares various sketching tools, picture materials, etc.

(2) Students prepare painting tools, etc. Conversation introduction: Teacher asked: Do you know that there is a proper term "sketch" in art? Can you explain it in your own words? Have you ever drawn or seen any sketches? (Student answer) Teacher: Today the teacher will come with you to experience the artistic charm of “sketch”.

3. Appreciation: The teacher shows the master’s sketches and the students talk about their feelings. Finally, it is up to the students themselves to define “sketch”.

4. Try to practice: copy the sketches of masters and experience various line and modeling techniques. 5. Class evaluation: Students evaluate each other’s work.

Teaching postscript: Students have a strong enthusiasm for learning "sketch", but many students think that only painters have this ability and feel inferior. Teachers should strengthen guidance so that students can fully understand the broad meaning of "sketch" and enhance their self-confidence.

Lesson 3 Get Close to the Master - Appreciating Color Paintings Teaching objectives: 1. Understand some world-famous painters and their representative works. 2. Experience the rich effects of color matching by copying and modifying famous paintings.

3. Be able to use some correct art terms to describe works of art and express your own feelings. Learning content: Teaching focus: Understand the color paintings of some painting masters, and be able to copy, change or re-create the works.

Teaching difficulties: being able to truly feel the beauty of paintings and artworks. Teaching process: 1. Preparation before class: (1) The teacher prepares various painting tools, picture materials, etc.

(2) Students prepare painting tools, etc. 2. Teaching introduction: (1) Teacher asked: Who are the famous painting masters that you know? Can you cite some of their works? (2) Student discussion.

(To stimulate students’ interest in further understanding the master’s works.) Appreciation: Appreciate the model pictures in the textbook and talk about your understanding of the pictures.

Teacher asked: Can you understand these pictures? Talk about your feelings. Comparing these works, which one do you like the most or least and why? Are you familiar with these works? Can you identify their names and authors? Do you know the "painting types" of these works? 4. Communicate and discuss with the whole class.

5. Classroom practice: students use their own painting tools to copy and modify paintings. 6. Class evaluation: Introduce your works to your classmates and display the paintings to the whole class.

Teaching postscript: In appreciation teaching, students can basically tell their own feelings about more "concrete" pictures, and can also transform their feelings into their own paintings. and.

2. Lecture teaching plan for teacher recruitment examination: What should be paid attention to when giving art lectures

1. Lecture materials The lecture materials for art classes mainly include three aspects. First, the status and content of the teaching materials. and function; the second is the teaching objectives; the third is the focus and difficulty of teaching.

(1) The status, content and function of teaching materials This part should clarify three aspects of the issue, one is the status of teaching materials, the second is the content of teaching materials, and the third is the role of teaching materials. (1) The status of the textbook is to indicate which version, which academic period and which unit the lecture content is.

(2) The content of the textbook mainly explains the main content of this course. (3) The role of teaching materials mainly explains the knowledge, skills, emotions that can be acquired through course study, or the impact on subsequent learning, the connection with other units or topics, and even other disciplines, etc.

(2) Teaching objectives Under the guidance of the new curriculum reform concept, the teaching objectives of art should be three-dimensional, namely knowledge and skills, processes and methods, and emotional attitudes and values. In the process of expression, , the three-dimensional teaching objectives can be independent or combined with each other. (3) Teaching focus and difficulty The determination of teaching focus and difficulty is based on the content of the textbook, the teaching objectives of the course, and the basic learning situation of the students.

Example 1 "Color Psychology" "Color Psychology" is a selection of part of the third chapter "The Artistic Language of Art Works" in the "Senior Middle School Art Textbook" (Trial) published by People's Fine Arts Publishing House. This chapter includes five parts: form, light and shade, color, space and texture. I selected the color section to expand it and make it the content of this lesson.

This lesson first reviews the basic knowledge of color, and then uses games to allow students to experience the role of color psychology and connect it with life to experience color psychology. The use of multimedia courseware produced by Authorware to assist teaching not only strengthens the interactive ability of the classroom, but also mobilizes students' enthusiasm for learning, and can also provide students with artistic influence.

1. Teaching objectives (1) Knowledge objectives: Master the basic knowledge about color. (2) Ability goals: improve students' color perception ability; cultivate students' practical ability to use color; cultivate students' creative thinking.

(3) Emotional goals: Cultivate students’ attitude towards serious study and interest in exploring new knowledge, and experience life with an aesthetic heart. 2. Important and difficult points in teaching: (1) Teaching focus: psychological effects of color; color association.

(2) Teaching difficulties: the psychological effects of color. Example 2 "Flying Sky" "Flying Sky" is the content of the fifth grade primary school volume of the Renmei version of the art textbook, which belongs to the field of appreciation and commentary.

The main content is to introduce to students the masterpiece of the motherland's mural art - Feitian. Show students the Mogao Grottoes in Dunhuang, the Buddhist cave with the most flying apsaras, and analyze the evolution and development of the flying apsaras in Mogao Grottoes.

Discover the beauty of flying and how the ancient working people used flowing lines to express the flying posture of flying. These flying apsaras have graceful shapes and different shapes, and have been loved by people for thousands of years.

Being able to appreciate and express the image of Feitian will help students understand the expression methods in traditional Chinese plastic arts, appreciate the profoundness of our country’s traditional culture and the creative talents of the working people, and enhance students’ love for the traditional national culture. emotion. 1. Teaching objectives (1) Knowledge and skills: Understand the art of Feitian and deepen your understanding of culture and history.

(2) Process and methods: In the process of collecting information, discussing, analyzing, and appreciating works, basic art literacy and learning abilities will be gradually formed. (3) Moral and emotional values: Enhance national pride and love the excellent art traditions of the motherland.

2. Important and difficult teaching points (1) Teaching focus: Understand the artistic characteristics of Feitian, master the basic creative techniques of Feitian, and try to use lines to copy or create a Feitian work to show the momentum of Feitian. (2) Teaching difficulties: Use lines to copy or create a flying work to show the momentum of flying.

2. Talking about academic situation Academic situation is based on the age characteristics and cognitive rules of students, comprehensively and objectively explaining the students' existing academic situation and the methods they have mastered, so as to provide reference for optimizing teaching design. Generally, we should focus on the following three aspects: 1. Existing knowledge and experience: Tell students’ existing knowledge and experience, and clearly explain how they plan to use this knowledge and experience, which will help students move from “old knowledge” to The transfer of "new knowledge" solves the problem of "how to teach" for teachers.

2. Learning methods and techniques: That is to say the entry points or ways for students to transform from existing learning methods to new learning methods, and the methods that should be focused on when learning new knowledge, which will help Solve the "how to learn" problem. 3. Personality development and group improvement: It is necessary to conduct a comprehensive and objective analysis of the class style, study style, cooperation spirit and team awareness in the class, as well as the personality of special individuals in the class (such as underachievers and students with special talents) Characteristics are analyzed separately to grasp the actual development level of class groups and individuals as a whole, and to solve the problem of "qualified specialties".

Primary school: The vast majority of students prefer to study art and have a strong interest in learning textbook knowledge. The thinking of primary school students is generally still in the "concrete operation stage" and they have basically mastered spatial relationships, classification and other abilities, but they do not yet have rich imagination and abstract generalization abilities, and their thinking activities cannot be separated from the support of concrete things.

Following the educational philosophy of "teaching as the leader, learning as the main body, and practice as the main line", according to the nature of this course, I will mainly use heuristic guidance teaching methods, making full use of multimedia, model pictures, etc. Intuitive teaching aids use classroom discussions, cooperative learning and other forms. Through comparative analysis and practice, students can intuitively understand the structural characteristics of the painting diary and learn how to use it. First grade of elementary school For first-year freshmen, going from kindergarten to elementary school is a transition. At the beginning, students will not adapt to school life.

Therefore, in order to help children achieve a balanced transition between the two different educational stages from kindergarten to primary school, and to make basic preparations for primary school study and life in psychology, thought, and behavior. We should take aesthetic enlightenment education as the core, cultivate interest in art learning as the focus, and focus on the initial development of art learning habits.

In terms of knowledge and skills, first-grade children already have a certain sense of life and can recognize some simple objects and shapes, but thinking activities cannot be separated from the support of specific things, so teaching requires physical objects to enhance students' Perceptual knowledge; verbally, can express one's feelings boldly in short language. Questioning and inspiring methods can be used to cultivate children's personality and creative thinking.

Let them be together.

3. Third grade primary school student: "I like painting" How to write, 400 words

Since I was a child, I have a habit of taking out a colorful pen every time I finish my homework. Paint, half a bucket of water, a piece of white paper, a pencil, and an eraser were placed in front of me because I was going to draw.

I like painting very much. Once, my mother called me to eat but I didn’t hear her. My mother said to me loudly: "Baby, it’s time to eat!" Then I realized that my mother was calling me. Said: "Here it comes." But after one minute, two minutes, three minutes..., half an hour passed, and my mother didn't see me coming out. When she walked to my room and took a look, I was hooking up.

The activity of painting is so attractive! As soon as I get to art class, I feel energetic. Drawing blue sky and white clouds, moon and stars, green bamboos and trees, cartoon characters, etc., will arouse my great interest.

When it comes to loving painting, everything happens for a reason. Friends, please listen to me tell you everything.

I have loved drawing since I was in the first class, but I didn’t find it easy. But as I painted for a long time, I immediately changed my perspective. I realized that painting was difficult, but it made me happier.

Dad liked to see my paintings, so he strongly supported me and bought me various brushes, drawing boards, and some paper.

I started painting after I finished my homework. As soon as I picked up the brush, I forgot about everything, and sometimes I even forgot to eat. I painted and painted, I painted spring scenery, the sea in summer, maple leaves in autumn, snowmen in winter...

Whenever I see the works of great writers, I can't help but pick them up. Got pen and paper.

Another time, I was drawing. I could draw well with a pencil, but as soon as I applied colors, it was a mess. I was so sad. After returning home, I was not discouraged and insisted on painting every day. My hard work paid off. Half a year later, I painted very well. I like painting and want to be a great painter. Please support me.

Now that I am in the third grade, my drawing level has obviously improved. Looking back on the previous failures, I finally understood the joy of success.

All in all, I am a child who loves to draw and can draw, a kid!

4. How to improve the art painting level of third-year primary school students

I think that the following aspects should be done: 1. Combine the age characteristics of students, carefully design and select teaching content, and cultivate Students' divergent thinking should choose teaching content that is conducive to stimulating students' thirst for knowledge, touching students' curiosity, and mobilizing enthusiasm and initiative for learning.

Bacon said: "Curiosity is the germ of knowledge."

Therefore, the teaching content should strive to be innovative and interesting, fully mobilize and stimulate students' enthusiasm and initiative for learning, and help cultivate and protect students' interest and confidence in learning; use scientific, reasonable and interesting teaching methods to attract students and let them Actively learn and stimulate their desire to express beautiful things and their impulse to create.

People often say: Interest is half the battle. Teaching content, teaching forms, teaching methods and means should be rich, vivid and diverse.

1. Teachers should carefully select content and reform the traditional single teaching content, teaching methods, and teaching models. Art classes after the curriculum reform should highlight the subject-based nature and appropriately strengthen the connection with other subjects. Improve the knowledge content of the classroom. For example: in the fourth lesson "Proud of Snow Plum Blossoms" in the first volume of the fourth grade, we can expand the teaching field and combine painting with Chinese. Before class, let students collect pictures of plum blossoms and poems about plum blossoms to create a teaching atmosphere. Let students improve their understanding of all aspects of plum blossoms before painting, so that they can paint with emotion and understanding; during the painting process, art and music can be combined, and music such as the Chinese folk music "Three Lanes of Plum Blossoms" can be played while painting. , allowing students to immerse themselves in a rich atmosphere and be able to draw more actively.

A traditional Chinese painting class strengthens the connection with Chinese and music-related subjects, stimulates students' interest in learning, and cultivates students' sense of innovation. 2. Make use of rich and colorful modern teaching facilities and technical conditions to enhance the inspiration and interest of learning content to adapt to the requirements of the development of the new era.

Combine different teaching contents and apply multimedia teaching to expand students' visual space, provide students with more references, and provide conditions for cultivating innovative abilities. 3. Choose content that is conducive to cultivating students' knowledge transfer and divergent thinking.

"In art education, art is just a method to achieve a goal, not a goal. The purpose of art education is to make people more creative in the process of creation, regardless of Where will this creativity be used? If a child grows up and gains higher creativity from his aesthetic experience and applies it to life and career, then an important goal of art education has been achieved. ”

(Lon Feder) This requires us to see more than just art learning in the traditional sense in the art teaching process. It depends on whether it is conducive to the development of students' good comprehensive quality, whether it is conducive to the cultivation of students' creative ability, whether it is conducive to the improvement of students' personality and quality, and whether it is conducive to the transfer of knowledge; the arrangement of coursework must be flexible to give students the opportunity to give full play. Space for imagination.

If more than 50 students in the class all draw the same picture, what's the point? Students should be guided to use different methods from different aspects to cultivate students' innovative thinking ability. For example, in the first lesson "You, Me, Him" ??in the third grade, I asked students to collect various photos and draw the characters in the photos in their own way. Students can use cartoons, comics, sketches, sketches After two classes of guidance, many students drew good works.

4. It is necessary to understand the stages and imbalances of students' individual physical and mental development. They have different characteristics in terms of age, personality, cultivation, experience, living environment, painting ability, etc.

This has resulted in the complexity and richness of students’ thinking methods and work styles. Various problems at different ages will inevitably emerge during the learning process; the design of teaching content must be based on these realities. According to the situation and characteristics, students should be allowed to choose their favorite expression methods, such as comics, cartoons and other forms. Teachers should not blindly restrict them according to the requirements of the teaching materials, but should allow the diversity of works. 2. Make the best use of the situation, inspire timely, and promote innovation. Teaching students in accordance with their aptitude. Making the best use of the situation is the key to promoting students' innovative awareness.

The student stage is the most active period of thinking and cognitive activities. They are good at accepting and absorbing new things. In them, the sense of innovation is often in a latent state, a budding state.

It is necessary to continuously explore, promote growth and promote development.

The innovative spirit of a few students is more obvious and outstanding, so teachers need to provide timely and vigorous support to promote their flowering and results.

Just like the assignment of the same proposition, dozens of assignments will show dozens of pictures with different appearances and characteristics. Some of these characteristics are likely to be the "sparkling points" that reveal students' creative consciousness and artistic talents, and are good signs of producing excellent works.

Teachers should discover these characteristics in time, take advantage of the situation, encourage students to give full play to their creativity and imagination, and promote the formation of valuable artistic personality and creative qualities. To cultivate students' innovative consciousness, we should first pay attention to protecting students' unique personalities and giving them the environment and space to develop freely.

In the process of art teaching, students should be encouraged to be based on their own reality, boldly express their inner world in a unique way, and at the same time express their own unique opinions on other people's works. This requires creating a relaxed, happy, harmonious and democratic learning atmosphere.

The teachers’ amiable attitude, equal and gentle language, and sincere and enthusiastic guidance are conducive to students opening up their hearts and venting their true emotions. The teacher will promptly encourage and praise the strengths in the homework, and provide patient guidance and help for the shortcomings.

Students in this democratic, warm and equal environment will be very conducive to the cultivation of creative consciousness, laying a good foundation for the formation of healthy psychological quality and the improvement of their personality development. To cultivate students' sense of innovation, we must also guide students to actively develop creative imaginative thinking and cultivate observation skills.

Creative imagination is the prerequisite for creative activities and is also necessary for students' creative activities. The main teaching purpose of indoor and outdoor sketching, social practice, etc. in art class teaching is to cultivate students' observation and imagination.

Use scientific, reasonable and interesting teaching methods to attract students, let them actively learn, and stimulate their desire to express beautiful things and their impulse to create. Teachers should make full use of the advantages of art subjects in classroom teaching.

5. Art knowledge questions 1. Which of the following

1. Which of the following is not correct? ?? Home? C. Poet a. Wang Wei b. Sandpiper? c. Li Bai d. ? Thunder? 2. Whose work is the sunflower? C classic a.? Gasso b. Gauguin c. Van Gogh d. Leonardo da Vinci Answer: c 3.

Which of the following? no? Oil? tool? D a.? cloth b.? Knife c. Oil paint d. Rubbing glue Answer: d 4. Which of the following? no?? Materials required? A a. Canvas b. Announcement? c. Hemp? d.? Answer: a5.

Which of the following? Sha N? Colors are complementary colors (?ΡrenC a. Purple and blue b. Red and brown c. Blue and orange d. Green and black. These are all common sense in art. Please study them carefully. I have forgotten a lot. Thank you. The question reawakened my knowledge.

6. What to teach in the third and fourth grade art classes?

The teaching of art classes in the third and fourth grade of elementary school is the same as the teaching of other subjects, in order to improve the overall quality of students. As the goal, we cannot simply think that art class is just about teaching students to draw and draw according to the gourd.

Specifically, art class teaching also needs to impart knowledge and educate people, and it must pay attention to it. The training of basic knowledge and basic skills also requires the cultivation of creativity and thinking ability. Next, let’s talk about some of my practices in teaching art classes in lower grades.

1. Stimulate interest and energize students. Enthusiasm. Interest is the best teacher. When students are interested in learning, they will take the initiative to learn.

Lower grade students have their own age and psychological characteristics. They are lively and studious, and have poor persistence. Concrete image thinking is dominant, and the generalization level is at the stage of summarizing the intuitive and concrete external characteristics of things. Therefore, when using teaching methods in lower grade classes, attention should be paid to intuitive imagery and game activities, and a variety of means should be used to stimulate interest and provide students with knowledge. Students have a novel and interesting feeling, which stimulates students' enthusiasm and achieves good teaching results.

For example, in the teaching of the lesson "Cut, Cut, Tear, Draw, Stick, and Stick" in the third grade, since this lesson is intended to focus on cultivating students' innovative thinking and imagination abilities, I first tore it up casually during the teaching. Let students carefully observe a shape and inspire them: "What do they look like?" See whose little eyes are the brightest and tell them what comes to mind? I was extremely surprised by the students' answers. Some said it looked like fallen leaves, some said it looked like a hill dug into a cave, some said it looked like the sun going down along the hillside upside down, and some said it looked like a camel's head. …. When the students' thinking became fully active, I let the students try to make it themselves. The students' interest was high and their enthusiasm was very strong. After a while, many innovative works appeared on the paper.

Many students kept introducing their works to their classmates. It can be seen that the students are full of joy about their works. For another example, in the teaching of "Beautiful Bottle" in the third grade, I created a game situation: let the students touch what is in the bag brought by the teacher? What shape is it? This is used to attract students' attention, stimulate students' interest in learning, mobilize students' enthusiasm for learning, and pave the way for the following teaching to guide students to imagine, beautify, and make bottles.

2. Cultivate emotions and mobilize students’ initiative. Teaching activities are a kind of affectionate communication process, full of strong emotional color.

Students are required to have emotions. Teachers must first have rich emotions, be full of deep and sincere love for students, understand students, respect students, care about students, and give expectations, trust, and high hopes to each student. . To stimulate students' emotions, teachers should first understand students' emotional world, grasp the pulse of students' emotions, aim at students' "latest emotional stimulation zone", and seize the opportunity to tap in at the right time, so as to have channels for communicating emotions.

Emotion is a strong internal driving force for students to learn. It can make people's thinking positive and active, make people persistent and enterprising, make people's thinking concentrated and focused, and can reduce the psychological pressure of students' learning, unconsciously to observe, remember, and learn. At the same time, it also downplays the pain of exploration in the learning process. Therefore, the awakening of students' positive emotions in the classroom is conducive to mobilizing enthusiasm, initiative and creativity in learning, and is conducive to developing students' potential and promoting the development of IQ.

For example, in the teaching of the "Color of Spring" lesson in the third grade, this lesson is mainly to cultivate students' love for nature and allow students to use the brushes in their hands to express the beautiful colors of spring. In order to let students better understand the beauty of spring, we lead students to go out to campus and parks to look for spring before class. By allowing students to observe by themselves, they discover the beauty of spring, find out the colors of spring, and deepen their understanding of spring. know.

At the same time, it arouses students' interest in painting, mobilizes students' enthusiasm, and fully stimulates students' love for nature. Then, through the appreciation of some excellent works, students can appreciate the beauty of spring and lay the foundation for expressing the colors of spring.

3. Inspire imagination and cultivate students’ creativity. In the process of art teaching, creating paintings is very important for children.

It can cultivate students' imaginative and creative abilities, develop students' intelligence, and expand students' thinking. In art teaching in lower grades, it is not easy for children to imagine and create pictures full of their own ideas. This is a lazy thinking orientation activity caused by their long-term practice of copying. The writing is stylized and not processed according to their own observation and imagination. As a result, I took the initiative to draw creatively, but memorized the methods taught by the teacher without thinking.

The house drawn by some students is still a combination of a triangle and a square. A circle, an oval and four rectangles are used as arms and legs to form a character. It has no sense of beauty. Slowly, they understand I lost interest in creating paintings. In response to this situation, art teachers should fully guide students to use their brains to imagine, and use some auxiliary means to help teaching.

Such as projection, video, model paintings or some excellent children's paintings, or even outdoor sketching, to mobilize children's interest and enthusiasm in painting, so that they can consciously and actively express what they think. We also provide timely evaluation and guidance to their works so that they can build up their confidence in creation and get out of the trough of creating paintings.

For example, the teaching in Volume 10 "Paper Prints" mainly requires everyone to make clever use of waste materials around them to make paper prints. This lesson is designed as follows: First, a waste material is used as a demonstration, and students also try to practice.

On the basis of learning the basic production methods, students will be guided and inspired: There are many waste materials around us. Can they be used to make paper prints? Then show some examples for appreciation, activate students' thinking, broaden their ideas, let students expand their imagination, and make paper prints based on the waste materials they collected. The completed works can be posted on the blackboard for exhibition for everyone to visit at will, so that students are serious and active in making , the paper print works are diverse in form, novel in content, innovative in picture, and highly creative. 4. Multi-evaluation to promote better development of students.

When evaluating students' art works, we must pay attention to methods and understand their works from the students' perspective so that they can create better. With the continuous updating of teaching concepts and the implementation of curriculum reform, teacher evaluation must also be reformed.

First of all, the evaluation must be multi-angle and multi-faceted. Teachers must believe that every student has a shining point and excellence.