How to improve the timeliness of classroom teaching in low-level art appreciation in primary schools?

The evaluation of art classroom teaching in primary schools is an important link to test and improve classroom teaching and promote the continuous improvement and development of art courses, and it is also an indispensable part of teaching routine. It is like a mirror, which plays a vital role in students' learning, and can directly reflect whether the teaching goal is completed and how the teaching effect is. Correct evaluation will promote the professional development of teachers, and then promote the healthy development of students. The wrong evaluation will cause teachers to be confused about the goal and lead to the deviation of teaching from the correct direction. Therefore, in order to further improve the evaluation standard of art classroom teaching in primary schools, improve teachers' teaching ability, form correct teaching behavior and promote the development of art teaching in primary schools, this paper puts forward some preliminary personal views.

First, paying attention to self-evaluation is conducive to improving students' autonomous learning ability.

The first suggestion of "Fine Arts Curriculum Standards" on evaluation methods is to attach importance to students' self-evaluation. It can be seen that it is very important and necessary for students to make correct self-evaluation in their learning activities.

The so-called self-evaluation refers to the self-evaluation of students when they explore knowledge and experience emotions, attitudes and values in the process of learning art. In class, teachers often guide students like this: "What do you think of your paintings?" The teacher tries to get students to make narrative comments on self-expression in qualitative language, and then the students will tell you loudly, "Teacher, I draw beautifully". If self-evaluation stops here, it can be said that this is only a simple framework form of self-evaluation, which cannot reflect the true meaning of self-evaluation, and there is still a long way to go from "self-evaluation". In the process of learning, teachers should pay attention to the cultivation of students' self-evaluation ability, which is very beneficial to improve students' autonomous learning ability, develop their personality and improve themselves. For a long time, teachers always grade students because they have knowledge and evaluation criteria. It is difficult for students to evaluate themselves now, which requires an adaptive process and the correct guidance of teachers. Therefore, teachers should form the consciousness of cultivating students' self-evaluation, define the standards and contents of self-evaluation, respect students' own understanding and exploration of knowledge, and encourage and guide students to seek answers and acquire knowledge in their own creative ways. Through self-assessment, not only can students' talents be fully displayed, but also the sparks of their creative thinking can be flashed. In the process of exhibition, students' language expression ability and self-confidence can be improved, and their interest in learning can be further improved. At the same time, it set an example for other students. But in the process of students' self-evaluation, such a situation will also occur. Students talk nonsense and completely forget the purpose of evaluation. In view of this situation, it is necessary to strengthen guidance and help, so that students can master the purpose of evaluation, be familiar with evaluation standards, and use appropriate methods to evaluate objectively and comprehensively.

Second, attaching importance to the expressive evaluation of art activities is conducive to improving students' independent participation ability.

"Expressive evaluation of artistic activities" refers to the dynamic evaluation of the teaching process. Including students' learning attitude, participation consciousness, students' cooperative spirit, students' inquiry ability, students' cognitive level and inquiry ability, the ability to actively think about various teaching situations and creative work, and the ability to communicate with classmates and express their views. Under the current curriculum conditions, many art teachers only pay attention to the innovation of students' art homework and encourage students to paint boldly, thus diluting and ignoring the evaluation of art knowledge and skills and ignoring the all-round development of emotion, aesthetics and morality. This blind and single evaluation relatively ignores the development process of students in the whole art classroom, which is not conducive to the all-round development of students.

In the activities of learning art, we should actively pay attention to whether students are interested in the learning content. If you are not interested, you should take the initiative to adjust your learning direction in time. Students can listen carefully in class, and ask their classmates and teachers modestly if they don't understand. Consider whether students participate actively, actively and effectively, whether they can clearly express their own views, put forward their own suggestions clearly and boldly, express their own artistic ideas and creative ideas, whether they can better understand other people's views and respond positively, and whether there is a process of exploring and thinking about problems encountered in learning. These are all dynamic evaluations of students' learning process. Paying attention to the evaluation of students' performance in art activities is conducive to testing the effect of our teaching and our self-evaluation of teaching work. We should use all kinds of lively and interesting teaching methods to stimulate students' interest, find out the development law that conforms to students' acceptance ability, and cultivate students' habit of completing art homework independently and the spirit of cooperation among students. Understand the degree of individual progress of students and the problems existing in learning, and teach students in accordance with their aptitude. By observing, recording and analyzing students' objective behavior in art learning, we can comprehensively evaluate students' participation consciousness, cooperation spirit, operation skills, inquiry ability, cognitive level and communication and expression ability. We should attach importance to the evaluation of students' learning process and change the practice of evaluating a student only by learning results. Although some students have not completed the learning goals set by the teachers, they are serious and positive in the whole learning process, and we should also give them full praise and recognition.

Thirdly, adopting various evaluation methods is conducive to improving students' independent innovation ability.

In the previous art classroom teaching, because most of the time was not enough, the teacher wanted to give students more time to draw, so this link was simplified, the evaluation method tended to be single, and the evaluation language was too simple. Teachers' evaluation of students' art homework usually takes "whether the painting is like or not" and "whether the painting technique is good or not" as the evaluation criteria, or blindly evaluates students' homework with loose encouragement, which is subjective and arbitrary and deviates from the essential law of art discipline to some extent. Because these are not the only criteria for evaluating works of art, we can use scores or grades, comments, a combination of comments and grades, students' self-evaluation, mutual evaluation or discussion among students for students' homework. At the same time, we should also respect students' personality differences, and evaluate students' homework with modern aesthetics such as exquisite, mature, complete, gorgeous, rough, naive, incomplete and simple beauty, so as to promote the natural development of their personality in artistic creation. In the lesson of "turning waste into treasure", painting is used to express and create; There are also waste materials for design and production. In the final homework statement, I ask students to evaluate their own or group work first, some explain the function of the materials, some introduce them creatively, some show them in production ... Then, the students evaluate each other, some learn more knowledge, and some put forward suggestions for improvement. I listen and sometimes express my opinions, and the whole classroom is full of vitality. As for the evaluation of students' art homework, I am also concerned about the changes in the evaluation terms. Now I use "choose your favorite painting" and "can you improve his creation" to give students their own aesthetic orientation and inspire their creative thinking.

Fourthly, establishing a perfect evaluation system is conducive to promoting students' all-round development.

Teachers' teaching is for students' learning, and the process of teaching and learning is the process of interactive development between teachers and students. Therefore, the establishment of an art teaching evaluation system conducive to students' development and the reasonable evaluation of students' art learning process and results play a vital role in forming students' basic art literacy, noble aesthetic sentiment and perfect personality. Therefore, in order to evaluate students' learning process, we should specially design an "evaluation manual". Set up an art classroom teaching evaluation form to record students' activities in the class. Establish an art portfolio to evaluate students and help students comprehensively evaluate their own art learning process. You can also evaluate the performance of students' art activities in real time through self-evaluation of questionnaires. We should record the teaching experience, teaching achievements and areas that need improvement after each unit of teaching. Establish an evaluation system based on the self-evaluation of art teachers, with the participation of principals, teachers, students and parents, so that art teachers can obtain feedback information from various channels, continuously improve teaching and improve teaching level.

Judging from the evaluation methods and skills, it is not quantitative analysis, but a combination of quantitative analysis and qualitative analysis. The new curriculum evaluation encourages individual thinking and adopts diversified evaluation forms such as student growth files, essays, defense and various small productions. In addition, evaluation attaches importance to the position and function of the appraisee's active participation in self-evaluation, which means that the ultimate goal of evaluation is not only management and choice, but also to let the appraisee learn self-evaluation. Evaluation pays more attention to the re-evaluation of evaluation itself, making evaluation an open and continuous behavior to ensure the continuous improvement of evaluation itself.

The ultimate goal of art classroom evaluation is to make every student feel successful. If there is more appreciation and encouragement, more expectation and concern, more respect and tolerance, more consultation and more humanity in classroom evaluation, our art classroom will be a clear sky.