Characteristics and methods of art education in primary schools

Art generally refers to the art that occupies a certain plane or space and has visibility. It can be divided into four categories: painting, sculpture, design and architecture. Some modern scholars also put others into this category, such as calligraphy and photography. The following are the characteristics and methods of art education in primary schools that I have collected. Welcome to read, I hope you will like it.

Characteristics and methods of art education in primary schools 1 1. Significance of art education in primary schools

Art education is an indispensable link in primary education, and it is also the need of people's spiritual civilization and the inherent requirement of people's all-round development. It can cultivate sentiment, delight body and mind, develop intelligence, shape students' aesthetics and cultivate students' ability to discover and create beauty.

Second, the characteristics of art education in primary schools

1, lively and creative

Art education is characterized by vivid imagination combining image beauty with formal beauty. The artistic conception expressed in the works gives people a feeling of beauty. Art education for primary school students can make full use of students' curiosity and imagination about life and express their inner feelings in various ways with the help of painting tools. In each theme, students have room to play freely, and there is no criterion for judging right or wrong. They are vivid and creative with their own perception of beauty.

2, the particularity of the age stage

Pupils in lower grades are very curious about new things, but they can't tell the true from the untrue. Senior students look to a wider space and have a strong internal demand for visual arts. Under such a basic environment, art education needs to focus on correctly guiding and inspiring their imagination and cultivating their appreciation ability according to different ages.

3, close to life, close to the actual trend

The teaching content of every part of primary school art textbooks has organically penetrated into real life, from familiar life objects to life scenes, so that students can understand art from familiar life content and then penetrate art education. Teaching should also be linked with life, so that students can polish their eyes that are good at discovering beauty.

Third, the methods of art education in primary schools.

1, pay attention to cultivate imagination and guide correctly.

Art education is the education of developing intelligence and imagination. Anyone who knows art knows that imagination is a precious asset that can be met but not sought. In the minds of primary school students, rigid thinking has not been fully formed, so sometimes they can create seemingly absurd but charming detached images in their paintings. These images are colorful and full of their good wishes and fantasies. However, their creation also has the shortcomings of being too fantastic, which requires teachers to give reasonable and correct guidance. It is suggested to inspire students to pay attention to the relationship between animals and plants and human beings, and then transfer the details of human life to animals and plants to complete their creation. Our goal is not only to give students the freedom of imagination, but more importantly, to develop their imagination more widely through strong inspiration.

2. Combination of various teaching forms inside and outside the class.

In the past art education, many teachers focused on the training of basic skills, mainly copying. The procedure is that the teacher draws a demonstration picture on the blackboard or drawing paper according to the textbook or his own understanding, and the students copy it. Copying takes up a lot of time, is dull and lifeless, which limits the development of children's imagination and creativity. In art teaching in primary schools, although classroom teaching is the main teaching form, it is not the only one. The classroom teaching structure can not only be a single form of "speaking first and then painting", but some contents can be painted first and then talked, while talking and painting. For example, when teaching landscape painting, teachers don't have to make a model for them to copy. In class, we can simply teach them some skills, and then give them a weekend to go out and find their own materials and create their own. Therefore, in addition to technical guidance, teachers must also help students to establish their own creative consciousness and learn through creation.

3. Pay attention to enlightenment and quality education.

On the one hand, teachers can cultivate students' ability to discover artistic beauty in life. Good things in life can be seen everywhere, including mountains and rivers all year round, unique home design, people's clothes and bags, posters on the street, and even decorative patterns of stationery. Beauty is everywhere. For example, in the theme of "flowers on campus" in the third grade textbook, teachers can ask questions before class: What do you think is the most beautiful flower in school? When will it bloom? Why do you like this kind of flower? On the other hand, teachers should strengthen the quality education of primary school students through painting education, and explore the beauty of human nature from the understanding of color beauty and physical beauty. Painting reflects the inner world of primary school students. For example, in the lesson My Friends, pupils are asked to draw their good friends. A student drew an ugly picture for his friend, only to learn later that he had a quarrel with his friend that day. He is very dissatisfied with his friend and feels that his friend should apologize to him. This psychological environment is intuitively reflected in the paintings. After understanding, teachers should carry out enlightenment education in time and complete quality education for students.

To sum up, teachers must strengthen the grasp of the characteristics of art education in primary schools, analyze the specific situation, improve the teaching level, help students develop in an all-round way, and contribute to the talent construction in the new society.

Characteristics and methods of art education in primary schools 2 Abstract

Art education in primary schools is an integral part of nine-year compulsory education, and its teaching quality has an irreversible impact on students. In the process of art education, teaching methods and teaching concepts have a subtle influence on students' aesthetic ability, artistic sentiment and natural perception, which can effectively promote the improvement of primary school students' comprehensive quality. Therefore, the author analyzes the characteristics of the current primary school art education, and then puts forward some suggested teaching methods for readers' reference, so that the primary school art education in China can develop better.

Art education in primary schools; Artistic sense; Teaching characteristics; teaching method

For primary school art teaching, it is carried out through the perception of color and graphics. The use of vivid art pictures can effectively stimulate pupils' interest in learning, and to a certain extent, make pupils develop good study habits. From the characteristics of art education in primary schools, art curriculum education should be based on the law of cognitive development, so as to effectively improve the knowledge and skills of primary school students and make them develop morally, intellectually, physically and aesthetically.

First, the characteristics of primary school art education

For nine-year compulsory education, it is a special stage for pupils to gradually improve their psychology and physiology. For the education work in this special period, it has a great influence on the future thinking development and cognitive ability of primary school students. Art education in primary schools strengthens the cultivation of students' comprehensive ability from different aspects such as primary school students' attention, imagination and observation, and plays a very important role in improving students' psychology.

(A comprehensive understanding of aesthetic education.

For primary school students, the cultivation of aesthetic ability and the formation of aesthetic consciousness are the core contents of art teaching in the nine-year compulsory education stage. As far as the current primary school art course teaching is concerned, its aesthetic education features are particularly prominent, which effectively promotes the development of primary school students' aesthetic concepts. In the process of all-round development of morality, intelligence, physique and aesthetics, art education in primary schools embodies an important feature, that is, the characteristics of comprehensive subject education, which effectively combines art education with other forms of art education and broadens students' artistic horizons to some extent.

(B) Teaching content tends to be life-oriented.

For art education in primary schools, the presentation of teaching content is mainly material materials. In the process of teaching, the space and area of related things are displayed by using corresponding teaching AIDS to enhance students' understanding of art. Therefore, the organic combination of teaching and real life has become the main trend of the development of art education at present. After students get more inspiration from real life, they can find the beauty of discovery, feeling and understanding in life, and give beauty more meaning in different forms, thus affecting the development of students' thinking ability and imagination ability.

(C) to meet the psychological characteristics of students at different stages.

For primary school students, especially junior students, they are full of strong curiosity about everything. Under the trend of exploration and knowledge, they can effectively dig out the hidden characteristics of things around them. After all, primary school students don't have much social experience, so it is difficult to distinguish between reality and illusion for a while, and they can't concentrate on distinguishing things. However, senior students, due to the continuous accumulation of knowledge and experience, can easily jump out of the shackles of the current learning laws and further sublimate the space for exploration and knowledge to meet their needs for artistic aesthetics. In this way, primary school art education must conform to the psychological characteristics of primary school students.

Second, the effective teaching methods in the process of art education in primary schools

(A) to create a scientific and reasonable teaching scene.

For primary school art education, the cultivation of professional teachers should not be limited to the cultivation of professional knowledge, but also strengthen the cultivation of comprehensive knowledge of art subjects, so as to form an all-round artistic connection in the teaching process, and introduce different disciplines such as dance, music and literature into the model education process, which can effectively promote the understanding of art courses for primary school students. In this case, higher requirements are put forward for art teachers, who are required to create scientific and reasonable teaching scenarios consciously and pertinently in the process of classroom teaching, and constantly guide primary school students to show their aesthetic consciousness and creative consciousness in a specific environment. Through the organic integration of real life and art teaching, it not only creates a good teaching scene for teachers, but also effectively improves the teaching quality of art courses.

(2) organically integrate classroom content with extracurricular content.

For art teaching in primary schools, generally speaking, the theory is explained first, and then the actual operation (drawing) is carried out. This traditional teaching mode needs further improvement. As for how to improve it, it mainly depends on students' mastery of knowledge. For example, when students have not fully mastered the textbook knowledge, teachers can adopt the method of simultaneous theoretical explanation and practical operation for classroom teaching; When students fully master the textbook knowledge, teachers can practice first, and then explain the relevant theoretical knowledge according to the graphics after the graphics are completed. The organic integration of practical content and theoretical content has expanded the thinking space of primary school students to a certain extent. In addition, going out to sketch can not only effectively improve the observation ability of primary school students, but also enrich their imagination.

(3) Multimedia-assisted teaching tools are applied to art classes.

As far as multimedia-assisted teaching tools are concerned, they have been widely used in art classes in primary schools, and to some extent, the classroom teaching effect has been effectively improved. However, how to carry out multimedia teaching needs to be considered. For example, in the process of art teaching, we can use multimedia-assisted teaching tools to play some excellent children's works of art to students, or use online teaching guidance to further improve primary school students' overall perception of the picture.

(4) Respect the personality development of primary school students.

For primary school students, there is an inevitable connection between personality development and psychological differences, and educators should attach great importance to it in the nine-year compulsory education stage, especially in the process of art education. For the traditional teacher-led teaching mode, to a certain extent, it limits the development of students' personality, stifles the painting ability of primary school students in the cradle, and then reduces the enthusiasm of primary school students for learning. It can be seen that the personality development of primary school students can promote their learning enthusiasm to some extent.

Concluding remarks

For art teaching in primary schools, it is an effective way for students to recognize society in the process of basic education, which effectively promotes the physical and mental development of primary school students. From the development of primary school students' special psychological stage, different psychological stages have different cognition, so in the process of art teaching, we should design a set of scientific and reasonable teaching content according to this characteristic, and then show the knowledge structure of art teaching in an all-round way.