In recent years, there has been an increasing call for developing quality education and cultivating innovative talents with comprehensive moral, intellectual, physical, aesthetic and labor development. This is the need of social development and a trend of the times. progress. People with innovative spirit must have innovative thinking minds. Innovative thinking is thinking that discovers problems and creatively solves them. It can not only reveal the essential characteristics and internal laws of objective things, but also produce novel and unprecedented thinking results, which is a manifestation of high intellectual development. Art education is recognized as one of the most effective subjects in cultivating innovative spirit and a good channel and way to cultivate students' innovative consciousness and creative ability. Therefore, how to cultivate students' innovative thinking in art teaching has far-reaching significance for the implementation of quality education.
To this end, we have conducted preliminary research on how to effectively cultivate students' innovative thinking in primary school art classroom teaching in the past year or so.
1. Create situations and encourage innovation
Primary school students almost completely rely on teachers for their learning, and only require teachers and books to memorize and accommodate knowledge. Students lack both the requirements and pressure for creative thinking and the corresponding training, so they develop a mentality of dependence.
(1) Create situations to stimulate the enthusiasm for creative thinking
Primary school students’ thinking mainly relies on the association of specific images, although they can already use certain concepts to judge and reason. , but a large part is still connected with the specific image. In view of this characteristic, in art teaching, teachers can mobilize students' thinking enthusiasm by creating situations.
For example, when teaching the first-grade experimental textbook "Delicious Fruits", I asked students to bring a variety of fruits and created a teaching situation in the fruit world, allowing students to come to The fruit world is conducted through the method of "eating, looking, thinking, and drawing". The teacher took out an orange and asked the students: "What shape are oranges?" "What other objects are round?" (Students rushed to answer: "sun", "satellite", "ball", "ball of wool", Wait.) "Ask students to draw what they just said." When the students have finished drawing, the teacher will peel the orange and invite the students to eat it, and at the same time ask: "What do the orange segments look like?" (The students will rush to answer: "Like the moon", "boat", "sickle", "banana"...) At this time, many associated objects appeared on the student's homework paper. Teaching of eating, watching, thinking, and drawing like this can arouse great interest in students and stimulate their enthusiasm for creative thinking.
(2) Create situations and cultivate imagination
To cultivate students’ imagination, we must guide them based on their psychological characteristics, knowledge, social environment, natural environment, etc. Open the wings of your imagination and create newer and more amazing works. My approach is to guide students to do more exercises such as adding paintings, grouping paintings, and memorizing paintings, cultivating and mobilizing students' imagination, teaching students to use divergent thinking methods to boldly innovate, broaden textbook content, and make paintings vivid.
For example, when teaching the lesson "Association of Hand Shape", for first-year students, I don't think the "beauty" or "beauty" of hand drawing is important. The key is how to use the shape of the hand to Imagining pictures, layouts, color combinations, etc. After I explained clearly to the students how to use "hands" to associate, I inspired them to imagine the various postures of their hands: such as opening, clenching, spreading fingers, etc. At the same time, I also Draw dynamic lines on the blackboard to guide. The students were very interested and eager to try. Finally, a series of "Association of Hand Shape" works with different postures and rich colors were displayed in front of the children.
2. Collaborative inquiry and cultivating divergent thinking
Among the various qualities of students’ innovative psychology, divergent thinking is a crucial aspect. Divergent thinking is differentiating thinking. It is a thinking process that explores multiple possibilities and answers from different ways and angles.
We know that when children start painting, they draw based on impressions. They often follow what others draw. Teachers need to train students' divergent thinking in the classroom and often use methods such as "one question, multiple thoughts" and "one question, multiple expressions" to teach.
(1) Guide students to take the initiative to explore
Teachers should activate students’ thirst for knowledge and stimulate students’ inner desire to create. In teaching, they should not only teach students how to explore problems, It is also necessary to cultivate their habit of exploring problems. Like the "wind" in the picture, you can ask the students: "What will happen when the strong wind blows?" Ask each student not to be too busy answering, but to use their brains more, and then draw their own ideas. At this time, you will find that there are various scenes of wind blowing: some students draw curved tree trunks; some draw leaves flying all over the sky; some draw hats flying; some draw water making big waves. On this basis, Select a few representative assignments to show to the students, first ask the students to comment, and then the teacher summarizes and points out what is good about the better assignments and what is worth learning from, and points out what is wrong with the worse assignments. Where should be corrected, so that the teacher can comment and summarize after the students' thinking has diverged, which is conducive to the cultivation of students' divergent thinking.
(2) Guide students to take the initiative to explore
The new curriculum emphasizes independent, cooperative, and inquiry learning methods. Teachers should try their best to organize students to use cooperation, group learning and other methods to cultivate students' cooperation and communication skills and mobilize each student's potential and enthusiasm for learning. For example, classes such as "Flashing Fireworks" and "I Fly in the Air" can be divided into study groups according to the characteristics of the students, allowing students to discuss and choose their favorite form to create according to their interests, hobbies and specialties. Students' thinking naturally changes to "I want to draw", "I want to draw", "I will definitely be able to complete it". The individual works are then combined into a complete collaboration that allows for mutual learning and the development of students' collective ideas. Let students rely on collective strength to solve problems and develop the ability to think innovatively.
3. Advocate democracy and cultivate critical thinking
Equal teacher-student relationships create a harmonious classroom environment, which is the prerequisite for cultivating innovative thinking in teaching. Only in such an environment can students have no ideological burden and dare to express their opinions. In classroom teaching, teachers should love, trust, and respect each student with an equal attitude, satisfy students' desire for expression and publication, and allow students to dare to think, speak, and ask, and further develop their critical thinking. Innovative thinking.
(1) Dare to challenge books
For book knowledge, traditional teaching overemphasizes students’ “inside it” and ignores the “outside” learning guidance. Over time, , students become slaves to books, which greatly stifles students' creativity in the classroom. Therefore, it is necessary to educate students to treat book knowledge critically, not just books, but through practical activities to prove that the methods in books are not the only ones. According to each person's personality characteristics, the methods in books are not necessarily the best.
(2) Dare to challenge the teacher
"Listen to the teacher" is a historical topic for parents and teachers to educate their children. The psychological mindset of "only follow the teacher's orders" is It is becoming more and more serious among middle school students today. In life, we often hear words like: "The teacher is like this, this is what the teacher said..." This greatly restricts students' critical thinking. Therefore, in order to cultivate students' critical thinking, we first require teachers to promote democracy, especially teaching democracy, abandon the teacher's dignity that traditional society has given to teachers, immerse themselves in students' learning activities, and become a member of learning. Let students express their thoughts and opinions in a democratic atmosphere.
(3) Dare to challenge others
Herd mentality is not conducive to the cultivation of individual independent thinking and innovative thinking. To cultivate students' critical thinking, we must encourage students not to blindly follow other people's thinking patterns.
For example, when reading the imaginary drawings drawn by children in the content of "Napping", many students naturally thought of drawing a picture of children sleeping on the bed to express sleep, and then drew a red picture outside the house. The sun represents noon. If everyone draws it like this, there will be no creativity. At this time, the teacher should encourage students to think about whether there are other ways to express sleep, and is there any other content to express noon? Inspired by the teacher, the children thought that sleeping does not have to be at home or in bed, and they do not have to draw a sun at noon.
4. Establish a scientific and correct evaluation mechanism to promote innovation
Teachers’ evaluation of students is the key to cultivating students’ innovative thinking. Establishing a scientific and correct evaluation mechanism can promote students’ innovative thinking. nourish. Painting in the 21st century is moving towards the era of analysis and design, emphasizing personal self-confidence. The key to students' success lies in whether teachers can respect their individuality. Teachers should encourage and protect students' unique personality characteristics, such as sensitivity, strong desire for expression, strong will, and self-confidence.
Traditional education likes to use unified standards to require students, consistent thinking, consistent performance methods, and consistent homework, so that students can form a regular thinking mode and dare not go one step further, causing students to have low self-esteem. It is easy for them to lack confidence, let alone innovative thinking. To cultivate innovative thinking in art education, we must teach students in accordance with their aptitude, so that each student can maximize his or her potential based on his or her original abilities, so that everyone can develop. Teachers should look at the wide variety of students' performance in their homework, and should not modify or deny students' homework based on their own level.
How to evaluate scientifically and correctly, I think it can be implemented from the following points.
(1) Evaluation based on encouragement
Students’ art homework reflects their psychological development level, personality hobbies, emotions, perception ability and performance ability. Therefore, it is unrealistic for us to use one scale to require and measure student work. Students' painting abilities and characteristics are inseparable from their psychological development levels. When evaluating their homework, the differences in students' physical and mental development levels and personality expressions, as well as differences in aesthetic tastes, should be considered. Each student should be given their own space for development. Look at their work from a developmental perspective and fully affirm progress. Teachers' evaluation of students' homework should be based on encouragement, mobilizing students' enthusiasm for learning, allowing students to see their own progress, discover their own learning abilities and potential, and enhance their self-confidence in learning.
(2) Evaluation from the perspective of students
As an artistic creation, art has a distinct personality and there is no unified answer. There is no "right" or "wrong" for students' painting creations. In other words, there are only "good" and "bad". Every student is very confident in their own homework. Their paintings are not subject to any restrictions and are not bound by rules and regulations. At the same time, due to the limitations of technical ability, the artistic interest displayed by students in their homework is not deliberately pursued, but is natural and natural. It is revealed that their paintings may seem childish to adults, but they can explain many reasons for each painting. When evaluating homework, teachers should consider it from the students' perspective, find out the shining points in their homework and praise them, so as to stimulate interest in learning and stimulate innovative thinking.
(3) Evaluation based on love
Love and respect are the starting point of education. Teachers should start from love and combine their love for art education, love for students, and love for students. The love for the students' works and the love for the innocent personality and emotions expressed by the students in the paintings are blended together, scientifically evaluating the students' homework, and igniting the students' interest in art with their sincere joy at the students' progress. love.
On the other hand, teachers should also appropriately and flexibly make negative comments on problems existing in students' homework, point out deficiencies and provide specific help.
In short, in primary school art classroom teaching, as long as our teachers change their concepts, truly regard students as the main subjects of learning, fully respect students’ enthusiasm for thinking, and effectively guide them, we will surely be able to enable them to think innovatively. Sparks bloom!