The "Guidelines for Kindergarten Education" clearly points out that children should "like to participate in art activities and be able to express their feelings and experiences boldly; You can carry out artistic expression activities in the way you like. " This affirms the role of art in implementing quality education in kindergartens. Small class children's painting is an important part of art education and the basis of painting. Cultivating small-class children's interest in painting can make children enter the door of art as soon as possible and accept the influence of beauty, thus stimulating children's noble sentiment of pursuing healthy progress.
The purpose of small-class children's painting is to tap the potential artistic quality and ability of children, shape their lively and cheerful personality and promote their all-round and harmonious development. In the early stage of small class, children lack knowledge and experience, their imagination is weak, and their psychology and physiology are developing. Although they began to draw at an early age, their ideological realm remained at the stage of graffiti, and the purpose of drawing was unclear. They regard painting as a game. Moreover, the observation ability of small class children is relatively general, the hand muscles and functions are not perfect, and the movements are uncoordinated. There are also some children who are unwilling to take pens during activities, and some even cry at the sight of pens and paper. Therefore, teachers should pay attention to guiding and helping children understand painting activities and make them interested in painting activities.
The key to organizing small class children's painting activities is to stimulate children's enthusiasm for painting, cultivate their interest in painting, and let them feel the happiness and success brought by painting in interesting painting activities. So, how to cultivate small class children's interest in painting? In my opinion, there are several ways to cultivate small class children's interest in painting:
1. Broadening one's horizons and enriching one's perception are the basis for cultivating small-class children to participate in painting activities.
In the second part, "Educational Content and Requirements", the outline points out that "children should be guided to get in touch with beautiful people, things and things in their surroundings and life, enrich their perceptual experience and aesthetic taste, and stimulate their interest in expressing beauty and creating beauty." Enriching children's perceptual experience means enriching children's life experience. Teachers should often make use of the natural environment and social life around children to deepen their experience, thus generating the desire to express beauty, rather than just listening to teachers and reading teaching charts in class. For example, plant some real plants and raise some small animals in the natural corner of the classroom; Parents take their children to zoos, parks, travel, and even eat, bathe, brush their teeth, sleep and so on. Life is the best source to enrich children's painting inspiration.
Second, choose content that is close to life and intuitive to attract children's interest in painting activities.
The third part of the outline, "organization and implementation", also points out that it is one of the principles to choose things and problems that are close to children's lives and that children are interested in. Children in small classes have less life experience and are often only interested in familiar and interesting things that they often come into contact with in daily activities. When the children are not interested in the content arranged by the teacher, even if the teacher tries his best to guide the children, the result is not ideal. On the surface, it seems that the child has achieved the teaching goal, but in fact, the child has not really learned anything. When choosing the painting content of small class children, we should choose the content that children are familiar with, interested in and often contacted according to the age characteristics of small class children. Choose topics that children are familiar with or interested in. For example, children in small classes like small animals, and we can design paintings such as "cute little sheep" and "little snail crawling". You can also choose people, toys or food they are familiar with as the theme, such as "cutting cakes" and "sweet watermelons". In small classes, painting is often used for teaching, so teachers should prepare the background of painting for children. For example, draw a big bowl to make fragrant noodles, draw two small fish to save small fish, and cut paper into a big tree to make apples. Pick up the car and cut the paper into a cart. Draw a square on the paper-cut giraffe. Practice drawing straight lines, horizontal lines and diagonal lines on the paper-cut zebra. Through this kind of teaching, children are unconsciously attracted and finish their activities happily in a relaxed atmosphere.
Third, use different painting tools and materials to cultivate children's interest in painting activities.
The third part of the "Outline", "Organization and Implementation", points out that kindergarten education activities are a lively and positive educational process in which teachers guide children purposefully and systematically in various forms.
(1) Tools and materials are necessary for painting creation. Proper choice of tools will enhance children's interest in learning and encourage them to create actively. Small class children have poor development of small muscles and poor hands-on ability. Therefore, teachers can only provide children with rich and interesting tools and materials that can produce better pictures, so that children are not only interested in painting activities, but also easy to succeed.
When choosing a new tool, children should be given ample opportunities to try and get familiar with it. First, choose a watercolor pen as a tool. The watercolor pen is brightly colored. When children have a certain understanding and application of watercolor painting, they will feel stale. At this time, the teacher will change to other painting tools, such as cotton swab, finger painting, seal painting, blowing painting, crayon gouache painting, chalk painting and so on. These paintings are easy to learn, rich in colors and remarkable in effect. The printed pictures are quick and beautiful, which makes children deeply feel the joy of success. The number of tools and materials provided must conform to the thinking characteristics of small class children, and there should not be too many activities at a time, otherwise the children will be in a hurry.
(2) Combining handwork with painting to stimulate children's interest.
The combination of handwork and painting can make the picture work more perfect, and at the same time pay attention to the children's hands-on operation, which is deeply loved by children. For example, in the activity of drawing plum blossoms, children are taught to blow a tree first, and then draw plum blossoms with their fingers. The picture is perfect, and the children have tasted the joy of success and enhanced their interest in painting. For example, before painting "Piggy Building a House", it will be much easier to paste it first, so that children can feel the house through pasting, and then draw it. In teaching, diverse and novel teaching methods make children more interested in participating in activities and improve their ability to paint boldly. Let the children in small classes feel that painting is a "play" game and painting is a happy thing.
Four: Teaching children some simple painting skills in the game can improve their interest in painting activities.
The enlightenment teaching of children's painting should not pursue the mastery of techniques excessively, but from another perspective, children can better reflect their imagination and creativity by mastering certain painting skills on paper. Although the children in small classes are young, they still need to master some simple painting skills. Only these painting skills are unconsciously mastered by children when they are doing and playing.
(1) Know the points and lines in the game.
According to the characteristics that children in small classes like to talk while drawing, when teaching children to practice "dots", if they practice monotonously, children will definitely not like it. I will send each child a picture with a dark cloud pattern, and let the children say "Hua, Hua, it's raining" and add raindrops! Children are interested in drawing while talking. You can also add "sesame seeds on biscuits". Children's paintings in small classes are in graffiti period, so children's imagination should be fully exerted and lines should be used freely. For example, teaching small class children to draw short lines can be said to be "grass grows fast" and drawing long lines can be said to be "the train is coming". In the circle, I choose "small fish blowing bubbles" and "colorful sugar peas". Teach children to practice all kinds of straight line drawing, "I help my mother comb her hair" to train children to draw lines from top to bottom, "delicious noodles" to practice tangled line drawing through picture strips, "Save small fish" to practice wavy line drawing through adding water ripples, and so on.
(B), understand the shape in the game
When teaching children to know the circle, they can imagine the circle first, describe it in language, and develop their creativity from different angles. Then, by adding pictures, children in small classes can be inspired and guided to draw balloons, apples, wheels, the sun, smiling faces, balls, cats, rabbits and other objects.
(3) Free modeling in the game
The structure of various objects can be represented by geometric figures. For example, the roof of a house can be drawn as a triangle, the bus body can be drawn as a rectangle or a square, the wheels can be drawn as a circle, and so on. After children master geometry, they should still be based on observing objects and scenes. Through observation, let children understand the structure of objects, such as: how to draw a fish? Let the children in the class observe all kinds of fish first. What is a fish? Observe the structure of fish: fish is head, body and tail, with fins and eyes. When drawing, I asked the children, what shape do you like to draw fish heads with? Inspire children to shape different shapes of fish. Some draw round fish heads, and some draw triangular fish heads. This shows that there are many kinds of fish in real life. You can't draw a circle on the fish and a circle on the body as a formula for children to apply. Teachers unconsciously let children master the skills of painting, give full play to children's main role, and turn painting into children's free imagination, bold creation and happy experience.
Five. Reasonable evaluation of children's works can promote children's interest in painting.
(1) Encourage and appreciate
The Outline points out that teachers should be guides and supporters of children. Children are still in the heteronomy stage, and their rich imagination is closely related to adults' attitudes. Children need to be encouraged and appreciated. When evaluating children's paintings, try to find out the good places and express your appreciation. Once children's works are recognized and praised by teachers, they will show greater creative enthusiasm, thus enhancing their self-confidence and generating stronger interest in painting. The more they draw, the better. Try to avoid accusing words, such as: "Your painting is nothing like it, ugly and messy", which will easily dampen children's self-esteem and enthusiasm, and their imagination will be suppressed for fear of not being praised by the teacher.
(B), careful use of horizontal comparison method
In the fourth part "Educational Evaluation", the outline points out: "Recognize and attach importance to children's individual differences, avoid using uniform standards to evaluate different children, and carefully use horizontal comparison in front of children". When evaluating children's works, teachers should tap the bright spots in children's works and encourage children to actively participate, such as "your paintings are different from others", "your colors are really bright" and "the colors are really even". Evaluation should be based on clarity and encouragement, so that children are full of self-confidence, so as to improve their painting skills and effectively extend their interests.
(c) Let children evaluate themselves.
The outline says that it is necessary to "create conditions for children to show their works and guide them to communicate with each other, appreciate each other and improve together." Self-evaluation-that is, let children talk about their own works, what they draw, and the stories they draw, let children tell their thoughts, feelings, moods and understanding of the outside world in their paintings, and introduce their works to everyone.
As the saying goes, "A good boy is praised." Let children progress and develop in praise. When children are praised by their peers and teachers, their mood will be even higher. Then painting will sublimate in their hearts.
Practice has proved that "interest is the best teacher". In painting activities, teachers should try their best to stimulate children's interest, care for and develop children's interest, and enhance children's self-confidence through gradual painting practice, so as to gradually cultivate children's interest in painting. In short, let the children be happy and draw incisively and vividly! As long as children draw freely, happily and willfully, this is the teacher's success. Let the children plug in the wings of imagination and describe their dreams for tomorrow in the vast sky!