On the Aesthetic Connotation of guernica

The eleventh century is a society with constantly updated knowledge. Therefore, teachers should not only master the necessary knowledge, but also use modern teaching methods to optimize the teaching process.

The role of teaching effect.

First, the use of audio-visual means to create teaching situations and atmosphere to strengthen students' artistic experience.

The function of audio-visual media to edit, display and play back pictures, words and audio-visual images according to different needs is very obvious in the appreciation class. Art appreciation teaching has three functions: cognition, education and aesthetics. It has three main functions: cognition, education and aesthetics. It is an important way to improve students' artistic accomplishment. According to the traditional teaching method, teachers can only complete a series of teaching tasks such as guiding students to appreciate the outstanding beauty of works, understanding the author's creative intention, and making multi-dimensional and effective aesthetic evaluation through slides and oral explanations. However, there are differences in time, region, nationality, culture, habits and personal experiences between any works and the appreciators, especially modern published works. Because the painting language they use is beyond the practical experience and appreciation habits of ordinary people, it is difficult for students to understand the ideas expressed in their works. In order to solve this teaching problem, video teaching is used to create a situation and atmosphere for appreciating works. For example, appreciate the oil paintings of cubist painter Picasso.

When reading guernica, students find this form of expression incomprehensible. In order to guide students to understand what the painter is expressing and deeply understand the connotation of the work, the work is first projected onto the curtain with a slide projector. Ask the students to observe carefully, and then play the video edited before class about the atrocities committed by the German Air Force in bombing the Spanish town of guernica. By watching the video, the distance between students and the works is shortened, so that they can understand the works to a certain extent.

Second, with the help of microcomputer teaching technology, improve the efficiency of classroom teaching. There is a lot of abstract knowledge in art class, which is difficult for students to understand, but now there are many computer software such as Photoshop6.0, Flash5, Microsoftpowerpoint, etc., which can be made into courseware. For example, in the course of Morphological Analysis and Composition, I used Photoshop and Flash to make the process of translation, analysis and free combination of triangles, shapes and squares, so that students can see at a glance and master them easily. Using computer teaching is not only vivid and intuitive, but also easier to stimulate students' interest and creative desire. In the course of comics, I use Flash to make various animation effects, plus lively music, so that students can get in touch with the world of comics and have an impulse to draw.

Third, it is easier for students to design and create with computers.

Good design creativity needs high-quality production to express. In the design and production, students often face the situation that the actual production effect is different from that envisaged in advance and have to redo it. With the development of computer technology, drawing software has a well-equipped tool library and screen preview function. It is a fast and efficient method for students to design art by microcomputer. In the course of Pattern, the ideal pattern is designed by using Photoshop6.0 tool panel and color panel, and by using the functions of copying and adding color. When the color feels uncomfortable, you can change the color, which provides students with greater choice and broader imagination.

Fourthly, using online teachers and students to revise works to realize the benign interaction between teaching and learning.

To achieve good teaching results, we must pay attention to students' feedback information in time, and adjust teaching methods and contents in time according to the feedback information, so as to realize two-way communication between teachers and students and the benign interaction between teaching and learning.

Commenting on students' works is an important means for students to communicate and test teaching achievements. The establishment of computer network in schools will enable students to observe, analyze and modify other people's works more directly in computers, and give full play to the enthusiasm of students to participate in teaching. The appearance of computer media has added new firepower to art teaching and created many convenient conditions for teaching and learning, which has been welcomed by teachers and students. As long as we keep exploring and study hard, we can contribute to the improvement of art teaching quality. As we all know, art class is the favorite subject of middle school students. However, there is an illusion behind this interest. I don't know if the teachers have noticed that many students are not interested in the content of art class, but are interested in the relatively relaxed atmosphere of art class. This phenomenon is called "false interest". So how can we turn false interest into real interest? I think we should work hard in the following aspects.

Correctly understand the importance of art discipline and improve its classroom charm.

(1) Increase investment: Art is a visual art, which needs to observe and display a large number of pictures and materials, but these materials and display instruments (such as picture books, projectors, multimedia, venues, etc.). ) a lot of money needs to be invested. Because art is not the main course, it can't get the attention of leaders, so the school's investment in hardware and software of art discipline is relatively light, and it doesn't support the work of art teachers very much, which not only dampens the enthusiasm of art teachers, but also makes colorful pictures and materials unable to be displayed, making colorful art classes look pale and tasteless, greatly reducing the attraction of art classes and dampening students' interest in learning. In addition, many main course teachers think that art is a "small three-door" and must obey and serve the main course, so the work of art teachers cannot be supported by everyone. As an art teacher, we should learn "Wang Po sells melons, boasting herself". If you don't think art is important, who will maintain the importance of art class and who will pay attention to the subject of art? We should: persuade leaders to buy software and hardware facilities for us and improve the teaching environment; Persuade the main teacher to understand and support our work. Now we advocate quality education and curriculum reform. It can be said that quality education without these "three small doors" is not a real quality education.

(2) Try to teach art well: Some art teachers think that there will be no problem in class as long as students are allowed to draw a few pictures according to the gourd ladle in art class. This practice suppresses students' creativity, and over time, students' interest in fine arts becomes weaker and weaker. I think any excellent art teacher will realize the importance of stimulating students' interest. To this end, we should use teaching materials selectively, choose teaching content flexibly under the principle of adhering to the syllabus, and even we can write our own local teaching materials, constantly optimize and enrich our teaching methods and enrich our teaching means (such as going out to sketch, organizing various activities, using multimedia, etc.). ), create an artistic atmosphere, constantly exchange and learn, and improve their professional level. Only in this way can students like art classes more and more.

(C) to change students' misconceptions: Art is a highly operational subject, which needs a lot of materials and painting tools. Because this is a minor course, students don't pay attention to it, so many students don't bring tools in class. "A clever woman can't cook without rice" No matter how high your teacher's level is, the operation class without tools is not good. Those students who don't have tools have nothing to do in class, which interferes with the study of other students, making it impossible for students with strong interests to eliminate the interference and devote themselves to the art class, which greatly reduces the classroom effect. Therefore, on the one hand, teachers should find ways to actively urge students to prepare tools; On the other hand, we should also choose teaching content that is easy to operate and prepare materials, but can produce results.

(4) Get the understanding and support of parents: Although many parents want their children to be more artistic, it is best to be proficient in piano, chess, calligraphy and painting. However, because art is a minor course, there are still many parents who are worried that students' excessive investment in art subjects will affect their cultural achievements, so that many parents educate their children that "art classes don't have to be so serious, just draw casually", which also leads students to pay less attention to art and reduce their interest. Then our art teacher should always do the work of students and parents, let them pay attention to art and support our work until students can take the initiative to learn art.

Two. content of courses

At present, junior high school art textbooks are very rich in content, involving appreciation, paper-cutting, Chinese painting, gouache, watercolor, printmaking, design, packaging, photography and so on. Some contents need to prepare a lot of painting materials and tools. Due to the difference of students' family economic situation, it is inevitable that some students can't prepare painting materials, which will inevitably affect the opening of some courses and the quality of classrooms. Therefore, we should choose the teaching content according to the actual situation of the students in the school and develop some local teaching materials according to the local actual situation (for example, we can offer more outdoor sketch classes with beautiful scenery in the school; There are many manufacturers in Shengze, and screen printing has its own characteristics. You can offer more courses on screen printing patterns and factory logo design. In addition, the course of comic painting can be appropriately increased, because I find that middle school students have a special liking for comics, which may be the reason why the vivid mentality shown in comic plays is more in line with their age mentality! The localization of teaching materials makes the teaching content closer to students' lives, easier to be accepted and liked by them, and can greatly enhance their interest.

Three. teaching method

In the actual art teaching, some teachers never use a template painting in the teaching process, relying entirely on a piece of chalk, a book and an "air-to-air" oral lecture, so that the content that should be full of interest and strong artistic appeal is "controlled" to be dry and boring, and students' interest in art becomes weaker and weaker for a long time until they hate art classes; Some teachers hang model paintings on the blackboard and let students copy them themselves. Therefore, some people call art class "painting class". This rigid teaching method and mode can hardly satisfy students' curiosity and self-expression psychology, which leads to students' interest in learning being unsustainable. In order to make students' interest in learning last, teachers must constantly enrich our teaching methods and means. In this regard, I made some attempts: going out to sketch, letting students go out of the classroom and come to nature, and letting them draw beautiful natural scenery maps with their own paintings, which greatly stimulated students' desire and interest in expression; Debate, in the course of World Oil Painting Appreciation, I asked the students to compare the Mona Lisa by Leonardo da Vinci and Portrait of Calligraphy and Painting by Van Gogh, and pointed out which one is more beautiful, so that they could debate in groups, which made the painting knowledge contained in the two works more and more clear to them, and also exercised their debating skills and eloquence, and at the same time satisfied the students' strong desire for expression and stimulated their interest. Comprehensive categories, music, art and literature can cultivate people's sentiments. I try to have art class with my music teacher in art class. The content of this course includes both art and music, which makes students feel very fresh.

Four. Enrich teaching methods

Art is a visual art, which needs to observe and display a large number of pictures and materials. In the past, a large number of model paintings were drawn by teachers themselves, and the workload was too heavy for teachers to be busy. Now with multimedia, a large number of pictures and materials on the Internet can be used as resources, which saves teachers a lot of time and gives us more time and energy to think about how to organize teaching better. The application of multimedia in art classroom greatly enriches the content of art classroom, improves classroom efficiency and optimizes classroom effect, so I think art teachers should not be afraid of trouble, and should use multimedia to improve classroom efficiency.

Verb (abbreviation of verb) expands extracurricular activities.

Among all the activities, extracurricular activities can stimulate students' interest best. Art teachers often organize students to participate in some art competitions and exhibitions. When students see their works on display in the exhibition, their interest is particularly high. This year, I organized students to participate in many such activities, such as: the Eighth National Middle School Students Art Exhibition, Wujiang "Entering the New Era Painting and Calligraphy Competition", shengze town Lantern Festival Painting and Calligraphy Exhibition, and shengze town Children Painting and Calligraphy Exhibition; In addition, I also took students to watch and imitate the 2002 Shanghai World Art Expo, which played a positive role in stimulating students' interest in painting and at the same time made them feel the influence of art.

In short, as long as we make unremitting efforts in the above aspects, I believe that students' interest in art will turn from fake to real.

In teaching, I often hear teachers say that students are not easy to manage now, so-and-so students are poor, their grades are poor, and they often violate the rules and get into trouble, so they are bad students; So-and-so students listen to the teacher, get excellent grades, study hard and never poke the teacher's stove. They are typical good students. As a teacher, I felt very uncomfortable when I heard these words, which also caused me to think: Can we change the formulation of "good students and bad students", what kind of students are good students and what kind of students are bad students, what to measure, whether to classify them, how to classify them and how to treat them correctly? The following is my little experience:

First, change the formulation and improve the relationship between teachers and students:

Can we not call them "good students and bad students", but applaud the students and applaud the more active students? Some teachers hate from love, and they have to ask bad students to get rid of hatred and be happy. I don't know that this will destroy the feelings between teachers and students and make the "bad students" have a vicious circle of emotions. The idea of a bad student will disgust the students. In the process of teaching, both teachers and students strive for the same goal-that is, to make students learn better. Students are internal factors, teachers are external factors, and external factors only work through internal factors. Therefore, teachers should make students progress through educational guidance, which requires teachers to make a fuss about students' "learning". Teachers' teaching methods should be the most acceptable methods for students, and the teaching content should be what students need most. In this process, teachers and students should have the same goal, unified understanding and harmonious relationship. Strong rebellious mentality, easy to get emotional when looking at problems and doing things. If many students like and agree with a teacher, he will study the teacher's course seriously, otherwise he will passively resist and deliberately not learn the course well, so the teaching effect will be greatly reduced. Therefore, I think we can change the formulation slightly. Instead of calling them "bad students", we should call them more active students. This will take care of students' self-esteem, make them easier to accept criticism and education, correct their mistakes, correct their attitudes, and strive for students emotionally, so as to achieve a unified understanding and common progress. Otherwise, if he (she) resists you, no matter how wonderful the content you teach, it is useless for him (her) not to learn. External factors will work through internal factors, so the relationship between teachers and students should be harmonious, not antagonistic.

Second, reasonable classification, teaching students in accordance with their aptitude:

Every student's personal situation is different, so we can't use the same teaching method to educate different students. Teaching students in accordance with their aptitude requires us to have different teaching methods and learning methods for different students, so we must first understand the personal situation of students, divide students into different categories, and conduct a comprehensive and in-depth analysis of different types of students. Only in this way can we teach students in accordance with their aptitude, but the results obtained by different standards may be different. In the process of teaching, some teachers simply divide students into good students and bad students according to their grades and whether they abide by discipline, which is unscientific. The word "bad" usually refers to the bad nature, while most active students are not bad in nature, just a little too playful, or have not yet awakened, and have not realized the importance of learning, so they are playful, naughty and willful, and sometimes even make trouble or do some damage, so I think using the word "bad" to describe them is a bit too much. In addition, simply dividing these students into good students and bad students is not appropriate, in-depth and specific enough, and has no practical guiding significance. We should divide the so-called bad students into "bad" reasons. Some students are very expressive, and they may be naughty just to attract the teacher's attention and let the teacher pay attention to them. We can make use of their psychology in time, find the bright spots on them in time and give them in time. And some "bad" students lack the necessary self-control ability because they don't develop good living habits and study habits. These students often violate discipline and refuse to change their education. For these students, external coercion is needed to help them get rid of this bad habit. On the one hand, they are required to consciously restrain themselves from getting rid of bad habits. On the other hand, teachers and other students should also supervise and manage them. In addition, I also noticed that some students with poor grades actually study hard, but their long-term poor grades make them feel depressed. Despite their efforts to change this situation, they are still unable to do so. Gradually, they began to lose confidence, be tired of learning, feel inferior, lose hope in learning and lack passion for life. We should first find out their advantages, praise them and restore their self-confidence, then cultivate their interest in playing, let them know themselves again and regain their self-confidence in the process of playing, and at the same time slowly guide them to transfer their interest in playing to their interest in learning and gradually turn them into poor ones. Of course, there are a few individual students who are very bad in nature. There are many bad habits and habits. They are lazy, bully weak students, violate classroom discipline in class, and sometimes even oppose teachers. For these students, it is necessary to crack down on the combination of education, resolutely crack down on their arrogance and form a powerful deterrent. At the same time, we should educate the students to draw a clear line with them and isolate them. Of course, there are many types of poor students, but generally speaking, most students are not bad in nature, and it is not enough to use the word bad to describe them. For these so-called bad students, poor grades and poor discipline are just a symptom. The most important thing is to find out where and why they are poor and how to help them change careers. This is what a responsible teacher should do. This classification is more realistic, and only in this way can we teach students in accordance with their aptitude. Simply dividing students into good students and bad students is actually an irresponsible classification, which can only disgust students and destroy the harmonious feelings between teachers and students, and has no practical guiding significance.

Third, pay more attention to "bad" students, so that there are fewer and fewer "bad" students and more and more good students.

Because each student's personality, study habits, study methods, hard work and perseverance are different, the final students' academic performance is also different. Through investigation, I know that many students with unsatisfactory academic performance usually study hard. They are very eager to get good grades and have made efforts, but in the end they are always unable to do so. In fact, they are the disadvantaged group among students. In normal study, students with good grades always get more praise and encouragement and more exercise opportunities, so they are always full of self-confidence, can have fun from learning, and are in a virtuous circle in the whole learning environment and learning process; The so-called poor students get less attention, praise and encouragement, bear more psychological pressure and get more negative attention, such as being criticized for their poor grades. They are caught in a vicious circle psychologically and academically. If this situation is not improved for a long time, students will gradually give up their efforts, and the situation will get worse and worse, and students will not appreciate the fun of learning. Until he was tired of playing truant, and sometimes he was forced to sit in the classroom and skip class (thinking in class). Since he (she) is inferior to others in learning, he (she) is superior to others. For example, who is more handsome than spending money, who is better than fighting and so on. Finally, until the teacher classifies them as bad students, they have a development process from good to bad or from bad to bad. Our teachers should put them into this process to analyze, only in this way can we find the root of the problem and provide the basis for solving the problem correctly. Therefore, I think our teachers should pay more attention to, understand and help these headache "bad" students and help them face difficulties directly.

As an art teacher, we teach more courses and fewer courses, so teachers have less time and opportunities to contact students, and sometimes they can't name the students. In class, if the teacher can call out the students' names, the students will feel normal. But if a placement teacher can call out the names of students with average or poor grades, the students who are named will feel honored. Even if they are criticized for bad things, they think that the teacher knows his name, which means that the teacher is paying attention to them. Some students even have an inexplicable exultation in their hearts. Therefore, I call on teachers not to be too stingy in praising and encouraging these bad students, but to be more tolerant and understanding to them and less misunderstood and biased, so that the relationship between teachers and students will be more harmonious, the actions will be more consistent, the goals will be clearer, the effect will be better, and fewer teachers will say that "students are becoming more and more difficult to manage". We look forward to this day as soon as possible.