Comments on art teaching plans

Teaching evaluation of art lesson plans is an important link in art teaching activities. The following are my comments on art teaching plans. Welcome to read them for your reference!

Comments on Art Teaching Plans This course is a very successful one. The design of various learning activities is concrete, and the teaching process is complete and orderly. It not only embodies the knowledge structure and knowledge points, but also highlights the design of students' activities and embodies the teaching democracy. It pays full attention to the cultivation of students' learning habits, teaches students in accordance with their aptitude, arouses their enthusiasm for independent learning, follows the routine but is not rigid, and treats the teaching materials from concrete to abstract according to the differences and characteristics of students.

This course can bring forth the old and bring forth the new, the teaching program is skillfully designed, the connection and growth point between the old and new knowledge are found, the process of knowledge development is emphasized, the novel and unique teaching can be used in the teaching process, the characteristics of teaching materials and the doubts in this class can be found, and the problems can be properly handled. It is a class with great personality characteristics.

This class is very artistic, and the teaching arrangement is clear and orderly, scientific and standardized. It is very difficult to simplify the complex from the concrete to the abstract in the processing of teaching materials, and it is also very difficult to break through the difficulties with simplicity. To be concise, guide students to use their brains, actively participate in the teaching process, and have detailed exercises in each link, so as to cultivate students' independent exploration and innovation ability scientifically, reasonably and effectively. It is a class with great personality characteristics.

This course is very successful, and the design highlights the concept of student-oriented, comprehensive cultivation of students' literacy and independent cooperation and inquiry learning. With a friendly and lively teaching attitude, teachers use abundant praise methods appropriately, so that students can feel the happiness of success in their studies. It is an excellent class to design exercises carefully and pay attention to the cultivation of students' ability in the whole teaching process.

Writing lesson plans is generally more serious. The teaching plan is standardized and detailed, and the teaching purpose is clear, including knowledge goal, emotional goal and moral education goal. The key points and difficulties are prominent, the teaching methods are flexible and appropriate, and the teaching process is carefully designed and reflected. Student-centered? Design of interaction between teachers and students in philosophy teaching. The blackboard writing design is creative, and the knowledge is combined with pictures and texts. The painting is very standard and beautiful, and there is a summary after class. Pay attention to using different colors to emphasize the key points in the statement, which is clear at a glance. The lesson plan is very detailed, combined with current politics, and there are a lot of written narratives. The format of the lesson plan is standardized, and it is very serious and beautiful. The inspection and evaluation of teaching plan is a part of daily teaching management. With the advancement of the new curriculum reform, it is imperative to reform the teaching plan to meet the requirements of the curriculum reform. Then, as a school administrator, the review and evaluation of lesson plans should also adapt to the reform, lead teachers to write effective lesson plans and improve teachers' professional ability.

The teaching goal of this course is clear, the teaching content is clear and concrete, it is easy to stimulate interest, guide independent inquiry, cooperation and exchange, and the exercise design reflects the comprehensive application of knowledge. Reasonable structure, natural and compact connection, various forms, accurate grasp of key and difficult points, moderate difficulty, emotional attitude and values, proper guidance of learning methods, and the characteristics of teaching materials are in line with students' reality. This is a successful lesson.

This class is very creative, focusing on difficult points accurately, making the teaching content clear and grasping the key points; Reasonable structure, close connection with nature and tight organization, effective teaching methods are adopted to guide independent inquiry, cooperation and exchange, the teaching materials are thoroughly grasped, deeply excavated and creatively treated, and various teaching activities are designed according to the students' foundation and development goals, so as to guide students to learn independently and comprehensively use old knowledge in an orderly manner.

Writing lesson plans is generally more serious.

The blackboard writing design is creative, and the knowledge is combined with pictures and texts.

The painting is very standard and beautiful, and there is a summary after class.

Check the teaching plan, evaluate the work record of the guidance office, and write the teaching plan carefully.

The teaching plan is standardized and detailed, and the teaching purpose is clear, including knowledge goal, emotional goal and moral education goal.

The key points and difficulties are prominent, the teaching methods are flexible and appropriate, and the teaching process is carefully designed and reflected. Student-centered? Design of interaction between teachers and students in philosophy teaching.

Pay attention to using different colors to emphasize the key points in the statement, which is clear at a glance.

The lesson plan is very detailed, combined with current politics, and there are a lot of written narratives.

The format of the lesson plan is standardized, and it is very serious and beautiful.

Expanding reading: a new evaluation of art classroom teaching

With the promotion of the new round of basic education curriculum reform, teachers' educational concepts, teaching behaviors, teaching methods and teaching means are facing unprecedented great changes. In this context, the study of classroom teaching evaluation has once again attracted the attention of the education sector, and the evaluation of art classroom teaching, as an important link in art creation and art appreciation teaching activities, has also attracted the attention of the art education sector. We feel that if we don't pay attention to the evaluation of art teaching, we can't guarantee the position of art courses in school education. With the implementation of the new art curriculum standards, everyone has fully realized that evaluation is an indispensable part of school art curriculum. However, because our evaluation of art classroom teaching has not been well implemented for a long time, and there is also a lack of research results in this field, there are still some problems worth discussing. These problems are mainly manifested in:

1. The evaluation criteria put too much emphasis on * * *, ignoring the individual differences of students, looking at the works from the perspective of adults too much, and ignoring the physical and mental characteristics of children's age;

2. The evaluation methods are mostly based on traditional paper-and-pencil tests, relying too much on quantitative results, and rarely using evaluation methods and methods that can reflect innovative evaluation ideas, such as comment evaluation;

3. The evaluation subject is relatively simple, and teachers' subjective consciousness is mostly used for evaluation, ignoring the important role of students' self-evaluation and mutual evaluation.

4. The evaluation content relies too much on subject knowledge and ignores the evaluation of students' innovative consciousness, practical ability, exploration spirit, emotion, attitude and values.

5. Evaluation pays attention to the results, ignoring the development status and efforts of the appraisee in different periods, failing to form a real formative evaluation, and failing to give full play to the function of evaluation in promoting development.

All along, these problems have seriously affected the cultivation of students' personality and ability, suppressed their interest and enthusiasm in learning, and even affected their physical and mental health. Therefore, as an art educator, we must get out of the misunderstanding of evaluation, make teaching evaluation one of the effective means to improve students' art ability in an all-round way, really promote the coordinated development of students' personality and ability, and give full play to students' creativity in art activities. The new "Art Curriculum Standard" also clarifies the basic concept of evaluation to promote students' development, and points out that in art education in compulsory education, evaluation is mainly to promote students' development.

Therefore, it is necessary for us to build a comprehensive, scientific, perfect, process-oriented and innovative art teaching evaluation system, pay attention to students' academic achievements in art, and discover and develop students' various potentials. Based on the teaching goal of promoting students' development, we can understand students' development needs, help students know themselves and build their self-confidence. Pay attention to the acquisition of students' art knowledge and skills, the process and methods of art learning, and the development of corresponding emotional attitudes and values, pay attention to the evaluation of students' learning goals, attitudes and aesthetic consciousness, and pay attention to the evaluation of students' imagination and creativity. To this end, in the daily education and teaching work, I actively carry out the experiment of new curriculum standards and launch various explorations and attempts:

First, make clear the focus of teaching evaluation and realize the concretization of evaluation content.

The content of students' evaluation is the concrete embodiment of educational goals, reflecting the educational view, quality view and talent view with the characteristics of the times. In the new curriculum standard, the fine arts discipline emphasizes the diversification of training objectives and evaluation contents, including not only basic knowledge and skills, but also emotions, attitudes and values, learning process and learning methods. Students' knowledge, skills, emotions, attitudes and values are closely related to their learning process and methods in their learning activities and future life and work. Ignoring any aspect may lead to the bias of students' development. Therefore, it is an inevitable requirement to evaluate students in many aspects to promote their all-round development. However, such all-round development can not be achieved through one or two classes of study. As far as the teaching evaluation of a class is concerned, we should put forward the corresponding specific evaluation contents according to the specific evaluation objectives, so that the evaluation can be focused.

It is a concrete process from the evaluation goal to the evaluation content, which embodies the teacher's ability to understand and grasp the teaching material content and teaching goal. Different subjects have different learning contents; Different classes have different learning priorities. In view of different contents and different types of courses such as sketch, painting creation, craft production and art appreciation, the evaluation content should be varied and specific, and it is impossible to cover everything, so it is necessary to master it flexibly with emphasis. If the evaluation content is too general, it will weaken the operability of the evaluation and may increase the inconsistency of the evaluation conclusion. For example, the knowledge content of 1 1 such as bridges, cold and warm colors, modern architecture, etc. should focus on the evaluation of knowledge and skills. From the artistic elements, the evaluation content should focus on the composition of points, lines and surfaces, whether the colors are coordinated, whether the composition is appropriate, whether the contrast is strong, and whether the picture is balanced. For eleven volumes of learning contents such as "I Design Bridges", "Painting Emotions" and "I Design Future Buildings", students need to give full play to their imagination and creativity. The key points are whether the ideas are clever, whether they have distinctive personality and creativity, and whether the forms of expression are unique. Another example is eleven volumes of humanities courses such as drawing sweaters, learning animal friends, and pottery. We should evaluate them more from the aspects of emotion, attitude and values, guide students to fully express their feelings and ideas, inspire students to feel warm human feelings and harmonious society from their works, and help them gradually establish a scientific outlook on life and correct values.

A proper grasp of the evaluation content reflects teachers' profound understanding of teaching objectives, which helps teachers to determine the advantages and disadvantages of students in a certain aspect through evaluation and put forward targeted improvement suggestions. Therefore, in the evaluation, according to the specific teaching content, we should summarize the evaluation content that can truly and appropriately reflect the evaluation objectives, so as to enhance the rationality and effectiveness of the evaluation.

Second, pay attention to students' individual differences and realize grading evaluation standards.

In the past, the evaluation standard of children's artistic creation was based on the linear development model put forward by American art educator Ron Feeder in the middle of the 20th century. His theory emphasizes that the realism of his works will determine his artistic achievements. In fact, many psychologists and art educators later confirmed that the development of children's painting is not simply the development from one stage to another. Many children often show many different styles at the same stage of painting creation, and even the same child will have different performances at the same stage. This fully reflects a person's different purposes and needs in artistic creation, and also reflects the individual differences in artistic creation. At the same time, with the growth of age, students' appreciation of artistic works will become more and more extensive, and they will change from blindly pursuing realistic works to accepting different types of artistic works, initially forming a diversified artistic appreciation concept and values. This kind of values reflects students' different interests, hobbies, emotional attitudes and aesthetic ideals. Moreover, this value orientation embodied in artistic expression will also affect students' perception process and learning results. If teachers only unilaterally affirm the students whose realistic ability has been improved and easily deny other students, these students will gradually lose their confidence in artistic expression and their creative ability will stagnate or even retrogress. Therefore, the scale of evaluation standard has great influence on the development of students' artistic creativity. In the evaluation of art classroom teaching, we should pay attention to the individual differences of students and measure different students with different standards.

In the process of art study and creative activities, we often see some students behave boldly and freely, while others behave neatly and delicately; Some students like to pursue objective representation, while others prefer subjective expression. Some students are careless about their homework, while others are cautious. Some students actively participate in the creation, while others are perfunctory? Their different attitudes and behaviors in knowledge, skills, abilities and interests are largely caused by each student's own unique personality. Their individual differences are not only reflected in their learning methods, but also in their learning effects. The theory of multiple intelligences put forward by Gardner, a famous American psychologist, provides favorable support for students' individual development, and also has a great influence on the development of students' evaluation. It reminds us that every student has his own intellectual strength and unique value, and it is unreasonable to adopt the same evaluation criteria and methods for all students. Therefore, I think the evaluation of students should adopt multi-level standards and be multi-dimensional. It should be based on the objective facts of students in art study, which varies from person to person and from thing to thing. For example, we can attach importance to the evaluation of students' interest in learning and give objective evaluation according to their enthusiasm for learning; For students with active thinking, I designed a creative evaluation, starting with whether they have high image thinking ability and colorful imagination, which promoted the development of students' creativity. For some students with strong perception and performance ability, the focus of evaluation tends to be his learning achievements, affirming his own advantages through display and communication, and setting an example for other students, so that those students with relatively poor performance have clear goals. In short, in the process of art study, we should try our best to find the bright spot of each student, evaluate students' homework performance with modern aesthetics, respect students' personality differences, protect students' personality characteristics, give them more affirmation and praise, and let them have more successful experiences. Only in this way can each individual find his own strengths and establish confidence in learning art well.

Thirdly, it emphasizes the diversification of evaluation subjects in various forms.

A remarkable feature of modern education evaluation is that it pays more and more attention to the position of the appraisee in the evaluation, especially through the adjustment mechanism of formative evaluation, which urges the appraisee to achieve the goal of self-improvement through self-reflection. In the past, the subject of evaluation was relatively single, the evaluator was mainly the teacher, and everything was decided by the teacher, while the student was the evaluated and the object of evaluation. Because students are in a passive position in the evaluation and lack active participation in the evaluation process, teachers as evaluators often can't find problems accurately, and the evaluation results can only be subjective and one-sided, lacking integrity and interactivity, and the functions of adjustment, encouragement and improvement of evaluation can't be fully exerted. Therefore, the new curriculum reform of fine arts emphasizes changing the present situation of single evaluation subject and implementing multi-subject evaluation, so that the appraisee gradually changes from passive acceptance to active participation in evaluation.

There are many ways to evaluate art classroom teaching, including teacher evaluation, student self-evaluation and mutual evaluation, and teacher-student interaction evaluation. Of course, the most important thing is to attach importance to the role of students themselves in the evaluation, so that students can always participate in it as the main body and let him know the problems to be solved, evaluation methods, evaluation means and evaluation results. Only with the participation of the main body can students know themselves more clearly and their ability of self-education will be continuously improved. The evaluation concept of the new curriculum advocates combining the evaluation of students' groups with the evaluation of each student in the group, strengthening students' self-evaluation and mutual evaluation, and changing the condescending traditional evaluation relationship between the evaluator and the evaluated, so that teaching evaluation is no longer a one-way stimulating response of the evaluator to the evaluated, but an interactive process of rationality, emotion and behavior between the evaluator and the evaluated, forming a dynamic evaluation between teachers and students. In my opinion, in the process of this evaluation activity, students' self-evaluation and mutual evaluation are a very important link. Self-evaluation is mainly to guide students to talk about their own practice, which can be the expression of pictures, point out the advantages and disadvantages of the works, and also talk about their own creative methods and emotional experiences. Mutual evaluation is mainly in the form of group discussion, so that students can express their opinions to each other, which can be language evaluation and performance evaluation, and sometimes the whole class can visit and appreciate each other. In classroom teaching, I often use this method, timely and moderately? Give up? Leave the right of self-evaluation to students, and let students talk about ideas and make suggestions in self-evaluation and mutual evaluation. For example, in the teaching of Book 12 "Ink Painting Creation", students are organized to actively participate in the appraisal activities after the homework is completed, and the best innovation award is selected in the form of mutual evaluation from the following aspects: whether they are interested in the content and learning process of ink painting creation, whether the work has a flavor of life, whether they have creative enthusiasm and dare to imagine, and whether they have further "innovative attempts" in expression techniques, so that students can boldly state their views after appreciating other people's works. In this way, students find their own problems while evaluating others. Such evaluation also mobilizes students' interest in art classes, improves their aesthetic ability in this mutual learning exchange, and embodies the learning concept of autonomy, inquiry and cooperation advocated by the new curriculum, which really plays the incentive function of evaluation.

Fourth, pay attention to students' learning performance and realize the process of evaluation activities.

Classroom teaching evaluation is an active process of constantly discovering value, judging value and enhancing classroom teaching value, and it is an inseparable part of the teaching process. It is clearly pointed out in the evaluation suggestion of Art Curriculum Standard that art evaluation is not only to evaluate the results of students' art learning through art homework, but also to evaluate the development of students' art learning ability, learning attitude, emotions and values through their performance in the art learning process, highlighting the integrity and comprehensiveness of evaluation, changing the evaluation of results into the evaluation of process, and realizing the organic combination of static evaluation and dynamic evaluation. In the past, many times, the art teacher's evaluation of students' art learning was usually based on winning a competition or completing a work to determine the students' art learning performance in a semester. Obviously, this? Final decision? Evaluation can not truly and comprehensively reflect students' learning situation, nor can it promote students' learning. Traditional art homework evaluation only pays attention to the evaluation results, only the quality of the results, and the evaluation only depends on? Excellent, good, medium and poor? To evaluate, as for homework, why Excellent? Or? Okay？ Students have no idea why. In this way, they will lose their freshness, make evaluation a mechanical, rigid and antagonistic process, and evaluation will lose its meaning. So we should evaluate students from a developmental perspective, rather than simply judging students' final homework? We should pay more attention to the track and development of students' learning, not the final result.

The writer romain rolland once said: Don't just care about the outcome of things, as long as you have worked hard. I think this sentence should be more suitable for the evaluation of art classroom teaching in primary schools. The process of students' hard study is the process of their quality development, and we can't simply locate their abilities according to their final works. When we say that we failed once, it doesn't mean that we haven't tried, nor does it mean that we won't succeed. We should pay more attention to students' learning process, pay more attention to their performance in learning activities, find their high creative enthusiasm and active thinking sparks from students' learning process, and give them affirmation and encouragement in time. In teaching, we can adopt? Growth record bag? 、? Study diary? And other ways to evaluate students' participation in art learning activities. Pass? Growth record bag? It can record the whole learning process of students more comprehensively, and help students to understand their abilities in all aspects more comprehensively, so as to determine the direction of their efforts. At the same time, students also put their own? Growth record bag? It can be regarded as the display of one's own achievements and the harvest of one's art study. I have done such an experiment in teaching. I ask students to put their own art homework into the portfolio after studying for a period of time. After a period of time, if students are no longer satisfied with the archival works, they can take out the works and collect the works they think are satisfactory. And encourage students to do their own art homework? Re-evaluation guides students to take their own cognitive process as the evaluation object, which not only promotes the development of students' self-monitoring, self-cognition and cognitive ability, but also overcomes the previous evaluation function which only aims at selection, highlights the improvement, encouragement and adjustment of evaluation, and creates conditions for the development of each student's specialty.

Fifth, the comprehensive use of evaluation strategies to achieve diversification of evaluation methods.

Because of our worship of science, we once blindly thought that quantification was synonymous with objectivity, science and rigor, so we blindly pursued quantification of evaluation. But in fact, quantitative evaluation can't fully, deeply and truly reproduce the characteristics and development trend of the evaluation object. Students' personality characteristics, efforts and progress are often lost in abstract data. This is particularly prominent in the evaluation of art classroom teaching, because the art discipline is different from other disciplines, its evaluation criteria are much more vague than other disciplines, and there is no certain quantitative standard, so our evaluation of students is definitely not a data that can be summarized.

We advocate using a variety of evaluation methods, means and tools to comprehensively evaluate students' progress and changes in emotion, attitude, values and innovative consciousness, and advocate the evaluation of artistic activities by observing, recording and analyzing students' performance in cognition, skills, participation and creation. There are various evaluation methods, and the evaluation of students is also carried out from multiple latitudes, aspects and abilities, which should be flexibly used according to the age characteristics of students and teaching activities. In the selection of evaluation methods, we should fully consider whether it is suitable for the content of teaching activities, whether it is in line with the age and knowledge level of students, and also fully consider the differences among students, groups and classes, and treat students with affirmation, appreciation, praise and praise. However, it needs to be emphasized that we advocate encouraging evaluation to promote students' development, not excluding quantitative evaluation and grade evaluation, but comprehensively using various evaluation strategies, combining process with result, combining qualitative and quantitative evaluation, and combining self-evaluation with other evaluations, so as to satisfy students' innovative and divergent psychology with various evaluation methods and skills, create opportunities for students at different levels to gain encouragement and success, and give full play to the promotion function of evaluation, thus stimulating students to further participate in learning.

In the practice of art teaching, I try to evaluate students' participation consciousness, cooperative spirit, aesthetic taste, learning attitude, hobbies, ideas and exploration ability in different types of classes with different methods. For example, in some painting classes with strong skills, I use grade evaluation more; In some creative classes with strong performance, I will pay more attention to affirming students' achievements with inspiring comments; In some difficult production classes, I encourage students to cooperate with each other, pay attention to the cooperative performance of students' participation in production, and make oral evaluation through the exchange of views between teachers and students; In addition, I also designed some graphic seals of the sun, moon and stars to reward students who have performed well in class. By observing the preparation of school supplies, answering questions in class and the performance of learning attitude in class, I gave corresponding rewards and printed these medals on students' art books, so that students can remember their participation in art learning as soon as they open the books, thus further stimulating their enthusiasm for learning. Through these various and appropriate evaluation methods, students' ability and personality development have been effectively promoted.

Classroom teaching evaluation is an important part of art teaching activities, and the new curriculum also emphasizes the coordination and unity of evaluation and teaching. Because the purpose of evaluation is not only to summarize teaching and improve teaching quality, but also to better understand students' learning dynamics and improve teaching process. Correct evaluation can not only stimulate students' enthusiasm for learning, but also guide students to know themselves correctly, gradually improve and perfect their learning activities and promote their development. At the same time, it is also helpful for teachers to reflect and analyze their own teaching behavior and constantly improve and improve their teaching level. As an art teacher, we should correctly grasp the basic concept of evaluation and choose the most effective and appropriate evaluation method, so that evaluation can become the driving force for students' self-education and self-motivation, and an important means for students to discover and adjust themselves. Therefore, it is necessary for us to build a diversified evaluation system, enrich the evaluation content, broaden the evaluation scope and diversify the evaluation methods, so as to better promote the formation and all-round development of students' personality.

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