Small class art teaching paper in kindergarten
Small Class Art Teaching in Kindergarten —— On Small Class Art Teaching in Kindergarten
Painting is an activity that children like very much. For children in small classes, it is a game and an activity that can make them happy. They don't know how to draw, as long as they are happy. Therefore, as a kindergarten teacher in a small class, we should fully stimulate children's interest in learning painting, teach some simple and practical painting skills, and develop colorful painting content so that they can like painting. Let interest lead the way, let every child's performance be fully affirmed, encourage them more, accept their unique aesthetic feelings and expressions, and make them all excellent? Little painter? .
Keywords art; Kindergarten; Small class; teaching
? Everyone has a love of beauty? . Since ancient times, liking and pursuing beauty is a human instinct and a psychological need, and it is also true for small class children who have just entered the park. The Guiding Outline of Kindergarten Education also emphasizes: enriching children's emotions and cultivating children's interest and ability to initially feel and express beauty. ? So, how do children feel and express beauty? It is very important to carry out art small class teaching in kindergartens. How to teach fine arts in small classes? This makes many teachers who are new to small class teaching feel very hard. The following are some of my superficial views to share with you.
First, the key to small class art teaching is to cultivate children's interest in painting.
It is very important to cultivate children's interest in painting in small classes. Children in small classes have just entered the park, and their attention and self-control ability are poor, so it is difficult to draw. They are young, their hands and eyes are not harmonious, their small hands are immature, it is difficult to hold the pen, and it is even more difficult to control it. In addition, the purpose of their painting is not clear. If they are asked to draw any images at once, the children will be particularly nervous and lose interest in painting. Therefore, there is no need to force children to draw anything. For children who have just come into contact with painting, they can only draw some random lines, points or blocks, so they just regard painting as a game and daub it according to their own interests. The objects they draw are irregular and elusive. Therefore, it is difficult to teach art in small classes in kindergartens. As kindergarten teachers, we can carry out some interesting painting games in small class art teaching and gradually cultivate their interest in painting.
Second, teach simple and practical painting skills.
With the interest in painting, children can't show what they want to paint without painting skills. Therefore, it is very necessary for children in small classes to teach simple and practical painting skills.
Children in small classes can say that they don't understand anything. At this time, draw paper and pens for them. Most children can only doodle, or some children can't sit still, and some children will shout: Teacher, I can't draw! ? There are many problems and situations. Therefore, in the teaching process, it is necessary to teach children some simple basic knowledge and skills from easy to difficult, such as starting from knowing colors and letting children know red, yellow, green, black and blue; Know points and lines (horizontal lines, vertical lines, curves, etc.). ) and simple graphics (circle, semi-circular triangle, square, etc. Of course, once or twice is not enough. You need to practice again and again, and your skills need to accumulate over time. So you should practice more and strengthen more.
Third, develop colorful painting content.
Interest-oriented and skill-based, we should develop rich and colorful painting content.
Children in small classes are naturally active. If it's just a monotonous coloring exercise or a simple copying activity, they won't like it and their interest in the activity won't last long. Therefore, it is necessary to carry out various forms of painting activities, so that children can always maintain a strong interest in painting activities. The Guiding Outline of Kindergarten Education clearly points out: Should children? Like to participate in art activities, you can boldly express your feelings and experiences. Be able to conduct artistic activities in a way you like. ? First of all, we can play with colors through various interesting activities, such as? Hand printing, rubbing, paper ball printing, bubble painting, ink painting, finger painting, painting and blowing painting? And so on, let children perceive the beauty and change of color and stimulate their strong interest in color. Secondly, guide children to try to use new tools, such as colored pencils, chalk, gouache pigments and oil pastels, and feel the fresh experience brought by each tool. Let children slowly condense and sublimate in games, music and stories, so that children's interest in art is getting higher and higher. I want to paint. I want to paint? The desire to really do it? Can boldly express their feelings and experiences, and can carry out artistic activities in a way they like? .
Fourth, stimulate imagination and boldly let children make new creations.
When the baby was born? I want to paint. I want to paint? Desire has planted seeds for artistic imagination and creativity. Children have a strong imagination since childhood, and their imagination space is beyond the reach of adults, and they often have imaginative ideas and creativity, especially in small classes in kindergartens. At this time, children's brush strokes, movements and language are immature, and often contain rich imagination and emotions, which need to be treated correctly by teachers and parents. The outline points out:? Respect each child's ideas and creations, and affirm and accept their unique aesthetic feelings and expressions? Don't restrict and bind children's imagination, don't comment and judge children's imagination, don't judge children by their own aesthetic standards, and don't conduct rigid training, so as not to stifle the bud of children's imagination and creativity; Parents should boldly let go, fully understand and respect their children's unique artistic expression, and encourage their imagination.
Fifth, encourage children to draw.
Famous children educator? Intimate sister? Lu Qun said? Good boy likes to brag. ? Every child wants to be recognized by parents, teachers and peers. Is it pointed out in the outline? Create conditions for children to show their works and guide them to communicate with each other, appreciate each other and improve together. ? So after every art activity, I will sort out my works in the activity room with my children. Guide children to observe, analyze and evaluate each child's painting characteristics, so that children can appreciate the works intuitively and vividly! Therefore, I will give positive praise to children whose works are better, encourage those who are not so good first, and then tell them where their paintings are not good, so that they can make progress and development.
Painting is an activity that children like very much. For children in small classes, this is a game and an activity that can make them happy. They don't know how to draw well, as long as they are happy. Therefore, as a kindergarten teacher in a small class, we should fully stimulate children's interest in learning painting, teach some simple and practical painting skills, and develop colorful painting content so that they can like painting. Let interest lead the way, let every child's performance be fully affirmed, encourage them more, accept their unique aesthetic feelings and expressions, and make them all excellent? Little painter? .
refer to
[1] Tian Yan. Kindergarten art education and activity design [M]. Changchun: Changchun Publishing House, 20 13.
[2] Zhang. The Present Situation and Countermeasures of Art Education in Kindergarten [J]. The Road to Success, 20 16(6).
[3] Pang. Kindergarten art teaching methods [J]. Beijing: Beijing Normal University Press, 1990.
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