Points, lines, surfaces, bodies and colors are the most basic formal elements of fine art modeling. Line--Line is the most basic art language. In flat graphics, line refers to the trajectory left by different tools, but also includes the boundary line formed by the distinction of shapes or shades; in three-dimensional shaping, line refers to the edge of shapes or elongated shapes. The most basic function of the line is to shape the object, which is mostly used in traditional Chinese paintings. Line can be used in two ways to express interest: First, some lines themselves show some kind of emotion, such as horizontal lines make you feel calm, open, stretch, vertical lines feel upright, severe, with upward momentum; curves are light, lively, beautiful, the combination of lines, but also access to different rhythms and rhythms; Second, the use of lines by artists, through the length of the line, thickness, rigidity and softness, lightness and intensity of the brushstrokes, to convey different emotions. Face - Face has a two-dimensional image of length and width. Like lines, faces can shape and convey emotions. Generally speaking, lines can easily convey emotions in a delicate and subtle way, while surfaces can be more fluid and full-bodied. The method of splashing ink in Chinese landscape painting is to make full use of the expressive power of the surface. Dot - Dot is a special kind of surface in painting. Dots therefore also have the function of conveying feelings, as exemplified by the dotting of leaves in Chinese paintings, the dotting of stone moss, and the dotting of colorful paintings in the West. Though small, dots can have the effect of "painting the dragon and dotting the eyes". Body - body is not only an important language in architecture, sculpture and other three-dimensional art, in painting, we should also consider the visual image of the sense of volume. Compared with points, lines and surfaces, the body has more sense of solidity and volume. Artists reflect different pursuits in the treatment of body. Ancient palaces and temples often strengthen the sense of volume in order to show the intimidating power of the god or monarch. In modern architecture, the sense of volume is often weakened in pursuit of ease, intimacy and harmony. Color - to appreciate the work, but also to understand the perceptual properties of color and its symbolic role. The perceptual properties of color refers to the feeling generated by the color caused by human vision and association. Mainly: (1) warm and cold - tend to red, yellow, orange phase, can cause people to the fire, the sun's association, giving people a warm feeling. Tendency to lime green, greenish blue, greenish purple color phase, can be associated with the sky, the sea, rain and snow, giving a person a cold feeling. (2) Emotions - Sharp, warm colors such as red, yellow, and orange excite people. Cold colors such as lime green, lime blue, and lime purple make people quiet. (3) Illusion - equally large color blocks, warm, bright colors give a feeling of being larger than they actually are, with a sense of forward movement; cold, dark colors feel smaller than they actually are, with a sense of backward movement.... (I) Scribbling period, generally infants at about 15 months of age began to unconsciously scribble, less subject to visual control, most of the messy lines, straight lines or wave lines. 2 years of age, infants enter the controlled scribbling, drawing "round lines" and different forms of lines and shapes on the paper. During this period, children engage in random line-drawing activities in a playful manner with no or little visual control and without the purpose of drawing. This kind of line-drawing activity is the first way of drawing for young children. Although it is childish, simple and chaotic, it contains the spark of the development of young children's wisdom. (B) the symbolic period of the word, 3, 4-year-old children began to be able to produce a sense of expression of the object, children will spontaneously add a number of auxiliary lines on the simple shapes, but the image is extremely simple, and can not even see what the eyebrows. Children's drawings in this period are messy and are drawn with lines, and the lines are disorganized, with no distinction between horizontal, vertical, curved, and diagonal lines, and the lines are mixed with each other. In terms of color, children never think about what color they should use, they just use whatever color they like or use whatever color they have in their hands. (C) the sentence of the symbolic period, four- and five-year-old children have the simplest ideas, can consciously draw a certain object, and occasionally can draw lines similar to the object, the line of the degree of messiness is reduced, and began to transition from the messy line to the regular line. During this period of time, children begin to have a certain understanding of the tools of drawing and orientation to choose, and can initially make different kinds of drawings according to different tools. However, the randomness of drawing is still very big, due to the poor function of hand movement, can not draw the image of the object, can only draw the approximation of a certain object, so they often use language and action to supplement their picture to express the lack of, at this time, the children's interest in painting than the period of scribbling and improve. Some children with relatively good manual skills can draw their favorite or slightly complex images, and can draw the main features of the objects, but they mostly use "lines" and simplified two-dimensional outlines to modeling, do not pay attention to the proportionality between things, and usually draw the things they think are important or want to express. They usually draw things that they feel are important or that they want to show in a particularly large size. Interest is the best teacher", want to let the students can learn independently and improve the effect of classroom teaching, can not be separated from the student's interest in this subject. Only if students are interested, he will pay attention to this subject and continue to learn, in the classroom wholeheartedly into the study. I personally believe that from the following two aspects to start, you can increase students' interest: First, the teacher's personal charisma, as a primary school student, it is difficult for them to assess whether a teacher is good or not, but they have their own preferences for different teachers. Whether they like the teacher or not depends on how much they like the subject. As art teachers, we should use our personal charm to attract students. Classroom Teaching Mode 1: Appreciate more paintings that are close to children, and get knowledge from closeness. Because children's paintings because of the relationship between the age group, on the contrary, children know more about children, more can trigger "**** Ming". Take time to enjoy the paintings of your classmates, so that students can be satisfied in self-appreciation. Break the pattern of the past, which is based on the knowledge of art subjects. In the process of appreciation, "close to the students, close to their own, improve their own" in line with the physical and mental characteristics of the students, so that the appreciation of a more humanistic. 2: Appreciation of Chinese and foreign works of art, the appreciation of students not only to meet their physical and mental characteristics, but also to expand the student's horizons, the so-called: the eyes of the high and the low: this is the characteristics of this age group. This age group has a lot of ideas but limited ability to express them. Through the appreciation of Chinese and foreign art works, we can broaden their methods of expression and make up for their shortcomings. 3: Use multimedia teaching methods to improve students' creative ability. In elementary school art teaching, the use of modern multimedia teaching means to achieve a stronger sensory effect, greatly improving students' aesthetic ability. The American Educational Communication and Technology Association established a new definition for modern educational technology as "Modern educational technology is the theory and practice of the design, development, utilization, management and evaluation of the learning process and learning resources." What it brings to education is not only the change of teaching methods, but also a historical change including the concept of education and teaching mode. With the development of modern educational technology and the comprehensive implementation of quality education, the limitations of the traditional receptive art teaching mode are becoming more and more prominent, modern educational technology does bring life and vitality to art teaching, this kind of teaching technology integrates image, text, sound, information and animation to make up for the shortcomings of the traditional teaching methods, so that the key points and difficulties in teaching can be better interpreted. 5. discussion, design a lesson plan based on teaching strategies and methods. Teaching Design of Eating Cordyceps Teaching Material Analysis of Eating Cordyceps: This lesson introduces students to the marvelous plant in nature - Eating Cordyceps, and through eating this plant, they can understand the marvelousness of nature. The textbook provides some pictures of wormwood eating and students' works, students understand the characteristics of wormwood eating through observation and stimulate students' interest. Cultivate students' love of nature and science. Understand the types and characteristics of wormwood eating, and learn to express wormwood eating in various ways. Train students' ability to collect information and data, improve their ability to utilize relevant information, and cultivate their ability to design, draw and produce boldly. Students' analysis: Third grade students have little knowledge about eating cordyceps. Through the video appreciation to know and understand, thus generating curiosity, stimulate students to develop rich imagination. In the shape of the design can let students dare to seek new, unique, boldly express their ideas. Teaching objectives: 1, knowledge objectives to understand the knowledge of worm-eating grass, and choose a variety of ways to express the worm-eating grass to catch insects. Learning to use color paper cutting and pasting methods to express the wormwood. 2, ability objectives: through appreciation, observation, performance and other forms of understanding of the wormwood to catch insects. Cultivate the ability of students to boldly design, paint and produce. 3, emotional objectives: through observation to understand the characteristics of worm-eaters, arouse curiosity and stimulate interest in learning. Cultivate students love nature and love of science. Teaching focus: to understand the characteristics of worm-eaters, imagine the image and function of the trap, and use painting or tearing paper and sticking paintings and other ways to show. Teaching Difficulties: Boldly imagine and express novel and peculiar insect traps. Teaching preparation: eating wormwood teaching courseware, colored paper, scissors, glue stick, colored pencils, oil stick ...... Teaching design: a create a situation to stimulate interest 1, teacher: there are countless animals and plants in nature, every day there will be a lot of new and strange stories, today there will be a story between them what story happened? One day, a few small ants went out to look for food, but it is in danger, do you want to see? (Play the movie.) 2. Teacher: There is a plant in the movie, do you know what it is called? (Eat wormwood, it can be called "environmental protection guardian", is a good friend of our human. Third, thinking to expand inspire the creation of appreciation of student works (multimedia) Just now, we know a lot of knowledge of eating wormwood, eating wormwood has a lot of knowledge, but none of us have seen in life. But we can give full play to our imagination. Some children, just through the imagination, to eat wormwood eating bugs show the scene, let's take a look. Observation: What materials and methods are used in the picture? What materials and methods would you like to use for this assignment? Do you want to see how the teacher shows eating wormwood? Fourth, the teacher demonstrates the outline method: first choose to use the basic shape to imagine the appearance of eating wormwood, to be peculiar; then use the line in the appropriate position on the drawing paper to show that the line should be smooth; and then use the points and lines to portray the eating wormwood. Show colored paper cut and paste, paper three-dimensional and other works emphasize the attention to sparse, high and low, size, near and far changes, through the appreciation of the works explained. Fifth, students create; you can not play imagination to dig in the depths of nature's exotic flowers and plants ah? Today we will hold an "Imagination Genius" exhibition, than who draws the most creative eating wormwood? Homework requirements: 1, give play to your imagination, you have learned the way to express the insectivorous grass predatory scene. 2, the students create, the teacher patrol counseling. 3, counseling key points: composition, the shape of the trap and detailed description. 4, the students will be able to use their imagination to create a new picture. 5, the students will be able to use their imagination to create a new picture. Sixth, show evaluation teacher: students designed to eat wormwood is very innovative, both color and shape are unique. These beautiful worm-eaters add a bright color to our nature! In the near future, we are going to design more and more magical grasses: fish-eating grass, garbage-eating grass, virus-eating grass, etc. For the sake of our ideals, let's start working hard today! When learning the lesson of "Worm-eating Grass", how can students draw the process of worm-eating since they have never seen this plant and do not know there is this grass that can eat worms? Through situational teaching using classroom materials to understand why wormwood-eating grass needs to eat worms, and to understand the laws of the biological chain in nature. Cultivate students' observation ability. Through appreciating the process of various worm-eating grasses eating worms, understand what worm-eating grasses rely on to attract worms, master the structure of worm-eating grasses, know what the worm-eating grass family uses to catch worms, and show the dynamics of worm-eating grasses with movements to deepen the understanding of the dynamics of worm-eating grasses eating grasses. Watch the process of various worm-eating grasses eating bugs to attract students' interest and know that different grasses use different methods to attract bugs. Such as pigweed is to set up traps to catch catch bugs: hair paste grass is to use the method of sticking to catch bugs; catching grass is to set up traps to catch bugs and so on. Such detailed viewing develops students' attention and observational and expressive skills. Cultivate students' ability to feel the shape and color, worm-eaters can not only rely on the aroma of the smell to attract bugs, but also has a beautiful color, peculiar shape, color is also a condition to attract bugs, the peculiar shape of the trap can attract bugs. Through the appreciation of observation so that students have an understanding of worm-eating grass, so that you can inspire students to boldly imagine the performance of worm-eating grass to capture the process of bugs, you can paint a more peculiar trap, you can also use bright colors to show that there is an appreciation of the basis of the students according to existing memories of the creation of some of the method of line drawings carefully depicted worm-eating grass to eat the insects in the scene, and some of them have the oil stick bright colors painted trap Some of them used line drawings to depict in detail the scene of worm-eating, and some of them drew the strange shapes of the traps with brilliant colors on oil sticks and the dynamics of various worms falling into the traps. However, due to the large number of knowledge points in this subject, it takes a little longer to introduce the knowledge of eating wormwood to students, which makes the time for students to draw relatively less, and I believe that the effect will be better if this lesson is adjusted in the future. Teaching, I think there are still a lot of problems, now for the "cooperative learning" this way to put forward their own views: cooperative learning is the curriculum reform advocated a new way of learning, but also a highlight of the new curriculum reform, which can effectively improve the enthusiasm of students to learn. So, some teachers will "understand" the spirit of the reform on the surface, changing the pursuit of classroom teaching group cooperative learning sensory active and vivid, racking their brains in the teaching link with self-study, discussion or cooperation. We see the scene is the teacher pretending to go back and forth, absent-mindedly nodding in approval, praise, students are hot and boring answer, waiting for the teacher's call, is not the problem of the issue of the discussion of the "roaring" - this at every turn division of labor cooperative Autonomous learning, put the primary task in disregard, to meet the main individual students of "autonomy" which should not be the classroom "autonomy" of the proper meaning of the embrace of the concept of classroom reform, we should be timely corrections to save the day, witty guidance, guidance, so that the entire classroom Return to the right track, truly reflect the spirit of the reform. Cooperation has the form but not the substance, this is the teacher one-sided pursuit of classroom group cooperative learning this form, the purpose of group cooperative learning, timing and the process did not carry out serious design. Regardless of the nature of the course, content characteristics and student basis for cooperation in this form, as long as there are questions, no matter how difficult or easy, and even some of the problems without discussion value to be discussed in the group. Discussion time is not guaranteed, sometimes students have not yet entered the cooperative learning state, cooperative learning in small groups ended at the request of the teacher. As a result, in such a classroom, the teacher is not a guide but an arbiter, the teacher is only in accordance with the established teaching program and teaching design, the students to the pre-designed teaching framework. In such a classroom, the superficial hustle and bustle may jeopardize the intrinsic function of teaching and make teaching lose its true value. Because this kind of bustle and enthusiasm seems to be like a bubble on the surface of the water, the students did not think y, and the depth of their thinking is still not started. The lack of clarity of purpose, a single form of cooperation, so that students are too lazy to "cooperation", superior students more superior, less advanced students more and more "sedentary". How to make cooperative learning goal view on the teaching objectives, focusing on highlighting the affective function of teaching, the pursuit of teaching in the cognitive, emotional and skill goals, do not let it flow into form. I think to effectively carry out group cooperative learning, should pay attention to the following points: (a) carefully organized, set the rules. As we all know: rules are regulations that should be consciously observed by everyone when people do something. For students' experiential activities, based on the students' age characteristics, activity characteristics, activity steps, as well as the problems or phenomena that may occur in the activities of students, set the relevant rules and imply that each student must strictly abide by them. In this way, before the class on the requirements of the activities designed to be thoughtful and specific, so that the class teaching activities in disorder and order, the classroom atmosphere has tension and relaxation. (B) preferred content, clear requirements, the teacher should study the textbook carefully before class to grasp the key points and difficulties of each lesson. And in-depth understanding of the students' life, before each activity, must be clearly put forward the content and requirements of the activity, so that students know what to do, and require students to listen carefully to the requirements before the start of the activity, otherwise it will result in the teacher's requirements for students to hear only a part of the teacher, or simply did not listen to what was blindly discussed together, which will certainly affect the effect of cooperative learning! (c) Timely guidance, summarize and evaluate. (C) timely guidance, summarize the evaluation, positive guidance, is very important in teaching practice, I experience, group cooperative learning can face all students, so that students learn from each other in the exchange, in practice *** with the discussion, is to promote the development of students in an effective way. But the teacher how to face the students, not only let the students do the master, give students the opportunity to cooperate and exchange and time, but also to make the classroom not mess hall, do not engage in the form, everyone participates in the cooperative learning to really put into practice, really for the development of the students to play a practical role, it is indeed a worthy of exploring the issue.