Confucius said: "It is better to learn than to learn. Learning is not as good as learning. " Anyone who has a strong interest in something can accomplish it actively and creatively. Then, how to cultivate students' interest in learning in art classroom teaching?
First, create an environment for introducing new courses.
As the initial stage of a class, lead-in plays a very important role in the teaching effect of the whole class. Therefore, teachers must design some interesting forms according to the content of teaching materials to improve students' learning enthusiasm. Such as: game introduction, question introduction, riddle introduction, story introduction, etc., no matter which one you choose, you should design it closely according to the teaching objectives and requirements of this lesson. It is necessary to make the lead-in be targeted, interesting, enlightening and artistic, rather than blindly pursuing the spirit of curriculum reform and novelty. For example, when I was teaching "Butterfly", I created a scene of "Spring is here, the grass is green in Shan Ye, and bloom is gone", and then asked the students to guess the flowers and plants' good friends butterflies to play with them in the form of riddles, which led to the topic, thus arousing the students' interest in learning. Then let the whole class imitate how butterflies fly. It not only enlivens the classroom atmosphere, but also lays a good foundation for the butterfly dance at the end of this lesson.
Second, create situations to stimulate interest in learning.
Bruner, an American psychologist, said: "The best stimulus for learning is interest in learning materials." Therefore, in teaching, according to the characteristics of teaching materials, I use pictures, objects, slides, projections, movements, expressions and other means to create situations and render the atmosphere, so that students can actively learn in a pleasant and harmonious environment. As in <: < Breakfast > > In the first class, first of all, I played a video of the children's song "Little Chef" to stimulate students' desire to be a little chef and cook breakfast. Then I show all kinds of breakfasts made by myself with colored mud for students to enjoy and stimulate their creative interest. Then, I suggested that every student should act as a little chef in this class and make all kinds of breakfasts by himself. In teaching, I use pictures of various breakfasts to inspire students' creative thinking, and personally demonstrate the production method on the spot. Finally, I divided the students into six groups, and each group placed a number plate, which was named 1 No.6 breakfast shop respectively. I did my homework in the form of winning the gold medal breakfast shop, which not only enlivened the classroom atmosphere, but also stimulated the students' interest, and improved the students' team cooperation ability and enhanced the sense of collective honor. At the same time, I carefully designed and made a small chef hat as a prize. In class, every student actively made breakfast with colored mud for the group to win the gold medal breakfast shop and prize. The students' enthusiasm for learning was high, and at the same time, they experienced the happiness of success and established their self-confidence.
Three, make full use of existing equipment, intuitive teaching.
Representation is based on perception. Without perception, representation cannot be formed. Therefore, the full perception of things is a prerequisite for the formation of appearances. Making full use of existing equipment in art teaching and intuitive teaching are the best ways to stimulate students' interest and make them truly understand the connotation of beauty. For example, wall charts, teacher demonstrations, multimedia audio-visual teaching methods, etc., provide students with a large number of intuitive and vivid perceptual materials from various angles through sound, images and music to stimulate students' interest, and students can improve their imagination and creativity only under the influence of this art. For example, in the teaching of "Butterfly", in order to help students form a clear "symmetrical" concept representation, I used courseware to let students appreciate various butterflies in the new teaching process, so that students could feel the beauty of butterfly shape, color and pattern in an intuitive way. Doing so broadens students' horizons and broadens their thinking. Then organize each group of students to observe butterfly specimens and discuss: where are butterflies symmetrical? After the discussion, please look at the pictures of butterflies on the screen and answer the question: the tentacles, patterns, shapes and sizes of wings of butterflies are symmetrical.
This not only arouses students' interest in active learning, but also encourages students to carry out inquiry learning in the process of appreciation. At the same time, it also enables students to understand symmetrical forms.
. After that, ask students to give examples of symmetrical objects in our nature and in our daily life, so that students can feel symmetry further.
Fourth, using heuristic teaching to make students actively participate in teaching activities.
Inspiring students' positive thinking is to make students' thinking in a lively state through various effective teaching methods, and then cultivate students' agility, independence, judgment and creativity. Achieve the goal of learning to learn. At the same time, it also cultivates students' interest in learning
In the teaching of "Butterfly", I mainly adopt heuristic teaching method in the process of making butterfly, and start teaching in the form of asking children for help. First of all, I said to the children, "We have enjoyed so many beautiful butterflies. They are very beautiful. The teacher wants to cut and paste a beautiful butterfly by himself. Can you help me?"
In the loud and confident answers, the children actively and actively participated in the learning process.
When teaching the making of butterfly, I mainly ask the central question, and then inspire students to think around the central question step by step, and gradually sort out the making methods and steps. Targeted problem design, clever guidance and grasping students' intentional attention can make students think and answer questions more actively, visualize "symmetrical" rational knowledge, not only cultivate students' problem-solving ability, but also deepen their understanding of what they have learned, so as to better achieve teaching objectives.
In short, for art classes, interest helps students form the internal motivation of learning. But interest is not naturally formed. For most students, the formation of interest in learning depends on the correct guidance and enthusiasm of teachers.
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