"Introduction-Exploration-Development" Art Classroom Teaching Model

"Introduction-Exploration-Development" Art Classroom Teaching Model

The research of teaching mode theory has always been a hot issue, and people have been discussing and summarizing it in teaching practice in order to find a teaching mode that is conducive to students' learning optimization. Teaching needs methods. In order to better cultivate our students, I have been exploring in my teaching career for more than 20 years, trying to find teaching methods and learning methods that are more suitable for me and junior high school students in rural schools, and gradually formed the prototype of this model.

The theoretical basis, background analysis, formation process and practical significance of this model.

1, the theoretical basis of education and teaching of this model.

It comes from the humanistic teaching thought represented by Maslow, Todd Combs and Rogers and Vygotsky's "theory of proximal development zone". Humanistic teaching thought not only pays attention to the development of cognition in teaching, but also pays attention to the development law of students' emotion, interest and motivation in teaching. "It pays attention to the understanding of students' inner psychological world, so as to meet students' interests, needs, experiences and personality differences, develop students' potential, and stimulate students' cognitive and emotional interaction. Humanism emphasizes the cultivation of psychological qualities and personality characteristics such as love, creation, self-expression, autonomy and responsibility, which has a far-reaching impact on modern education. Humanism emphasizes human dignity, value, creativity and self-realization, and it is an instinctive nature to attribute the self-realization of human nature to the exertion of potential. The greatest contribution of humanism is to see the consistency between human psychology and human nature, and advocates that psychology must study human psychology from human nature. Art teaching is just suitable for the mode and development of humanistic teaching thought. In Vygotsky's theory of the zone of proximal development, "the important task of teaching is to create the zone of proximal development, and teaching should be ahead of development." Vygotsky's theory of zone of proximal development emphasizes that education should promote children's psychological development under possible conditions. Using scaffolding is not to tell children how to solve problems directly, but to point out the direction through clever hints, so that children can guide them to solve problems by themselves with the help of teachers, and in the process of guiding children, they can build knowledge with them and participate in their problem situations.

2. Background analysis

The exploration and implementation of teaching mode cannot be achieved overnight. In my teaching career in rural areas for more than 20 years, from the initial teaching experience to an old teacher with a little teaching experience, it can be described as twists and turns. In order to free rural children from the lack of artistic cognition, I have been constantly seeking knowledge and seeking theoretical help to improve students' cognition of "art is painting" to art as a creative plastic art. Due to rural conditions, students can't buy good art supplies, such as painting materials and art materials, and some family conditions do not allow students to waste money on art supplies. In addition, students are under great pressure to enter a higher school, so they can't devote more time to art study, which can't arouse students' interest in learning art. Secondly, teachers' teaching resources are insufficient, teaching content is limited to textbooks, students are interested in less content and their knowledge is not broad enough. There are no objects and highlights to attract students' attention in the teaching process, and students' enthusiasm for learning art is not high, and their interest in learning is out of the question, which seriously affects the teaching quality. At the same time, the parents of rural students are forced to go out to work because of life, which leads to more and more left-behind children and makes the lack of family education in rural areas more serious. Therefore, putting all the educational responsibilities that should be borne by families and parents on teachers and schools has greatly increased the burden on teachers and hindered the forward development of rural art education. Moreover, students rarely or never receive real art education in primary schools, and rarely feel the influence of beauty, so their knowledge and understanding of art is very limited, especially in some small primary schools, students basically have no chance to receive formal art education. Therefore, the cognition of art is limited to "art is painting".

3. Formation process

The earliest source is that after working in rural middle schools for several years, I found it very difficult to carry out art teaching in rural areas. As a junior college student, I feel that I am ok except for my knowledge of art, but I found in my teaching that art teaching is not only the transfer of art professional knowledge, but also an invisible link to integrate other disciplines. Therefore, in the teaching process, we should constantly explore and seek a better teaching model, so that our art class can go deeper into students' hearts and students can get psychological sublimation while accepting aesthetic education. The embryonic form of the original theory lies in the theoretical support I got from the study of "Family Education Professional Committee of China Children's Culture and Art Promotion Association" on 20 19 and the study of "Mental Health Family Instructors Alliance Group" by Captain Liang Xiaoling, and I deeply feel that rural art teaching needs to be improved urgently, and we should keep pace with the times and use advanced teaching theories to guide the development of rural art teaching. As the Irish poet Ye Zhi said, "Education is not to fill a bucket of water, but to light a fire". Of course, the exploration of teaching mode should be many years earlier, because I have been rooted in rural art education and have a deep understanding of the development of rural schools. Only by feeling with students can students' self-worth, flexibility, self-esteem and respect for others be realized, so I think the teaching mode of "lead-explore-send" in junior high school art classroom teaching is more suitable for the development of rural junior high school students. As for the teaching mode of "citation-exploration-development", "citation" refers to guidance, especially in art teaching. Personally, I think "citation" is particularly important. The guidance of knowledge makes students feel the unique charm of the art discipline more intuitively and enrich their personal cognition of art. Of course, the guidance here not only refers to the leading guidance of teachers, but also includes the individual or group guidance of students, which makes the classroom guidance diversified, simplified and highlights the role of teachers in building scaffolding. "Exploration" refers to exploration. In this activity, there are various methods and combinations of individuals, groups and groups. This link is based on the guide. With knowledge, students' inquiry is relatively simple and convenient, and students can also mobilize all kinds of senses to engage in inquiry, making classroom teaching more "alive". "Law" refers to discovery. I think the ultimate goal of art teaching is to let students discover beauty, and then create beauty and express beauty. To do this, students need to fully think, discover and show on the basis of "introduction" and "exploration", so that students' thinking ability can be widely displayed. Moreover, art education pays attention to the cultivation of students' aesthetic education, not only in action, but also in students' external appearance. Therefore, it is urgent to help students realize that beauty lies in the individual through art study, and let them know that "education itself is the process of one person influencing another, and one lamp illuminates another." The process of lighting does not mean that the student sees the world, he grows up and matures, and at the same time he has to influence others. Let the child go out and see the world, make him more mature and more willing to influence and help people around him. This value is the largest. "Therefore, let students influence their parents and surroundings through the study of aesthetic education, so as to give full play to the ability of' lead-in' in art classes and reflect the role of' lead-in'.

4. Practical significance

Constantly exploring in the teaching process, constantly running in each class, seeking more effective classroom teaching mode, more suitable for the growth and development of rural junior high school students, sharing with students at zero distance, combining with Rogers' "student-centered theory", establishing a true, acceptable and understandable new teacher-student relationship, allowing students to establish the learning concept of "meaningful learning" and truly "lead-explore-develop" the art classroom. Let the students truly feel that "if I can provide a specific interpersonal relationship, the parties will find their own potential and use this relationship to promote development, and change and personal growth will naturally unfold." Combined with Vygotsky's theory of "zone of proximal development", we should always carry forward the spirit of teaching before development, change the role orientation and be the scaffolding for students' growth. This is the ultimate goal and significance of my exploration of the "guide-explore-develop" art classroom teaching model.

The content design (or chart), operation flow, implementation strategy and evaluation strategy of this model.

1. content design

Problems involved

(1) To what extent are the main knowledge, personal level and teachers' comprehensive guidance of this course?

(2) To what extent is the inquiry form of this course reflected, and to what extent is the students' learning thinking open?

(3) What did the students discover through guidance and inquiry? Have you put the aesthetic education of this course into practice?

diagrammatic presentation

2. Operation process

Operation Process of "Introduction-Exploration-Development" Art Classroom Teaching Mode

After continuous exploration, running-in and practice, the art classroom teaching mode of "lead-explore-send" can be divided into six links, namely: pre-class data collection, knowledge guidance stage, cooperative inquiry activity, expansion and extension stage (by analogy), theme activity stage (classroom practice) and standard evaluation stage. Let's talk about the operation points of each link first:

(1) pre-class data collection

The reason why information collection is also included in the teaching process is inseparable from the particularity of art teaching. Personally, the extensive application of pictures in art classroom teaching can shorten the process of students' understanding of the subject. From the initial collection of information from magazines and newspapers after 2000 to the current collection of information with the help of information technologies such as mobile phones, computers and Apid, students' knowledge horizons are broadened, and the new curriculum content is better perceived, which clears the obstacles for the smooth learning of the new curriculum. The process of collecting information is conducive to developing students' self-study ability, developing students' questioning ability, improving classroom teaching efficiency, promoting students' interest in learning art, and making students truly become the main body of the classroom. The ultimate goal of this link is to cultivate people who can adapt to change and know how to learn.

(2) knowledge guidance stage

This stage is "student-centered" and "meaningful learning", which truly reflects that teachers are "promoters". According to Rogers' theory of "student-centered", with the goal of cultivating "all-round-developed people" and the goal of creating a sincere, caring and understanding psychological atmosphere to promote learning, students are encouraged to learn freely and evaluate independently, and teachers are regarded as "promoters" of students' learning. Put "devotion, initiative, change and self-evaluation" in "meaningful learning" together properly, actively understand and explore new knowledge, create a reasonable, active and lively classroom atmosphere, and actively explore new knowledge, so that students' curiosity is not limited, they are not afraid of making mistakes, and they can learn freely from the surrounding environment, peers, teachers and experience. At this moment, teachers should become the promoters of students' learning, learn to listen to students' voices, conduct "non-guiding teaching", improve the content of topic discussion, and do a good job in knowledge guidance.

(3) cooperative inquiry activities

In this link, it mainly reflects students' collective consciousness, further improves and promotes the "student-centered" teaching concept, so that students can understand their importance in class, feel that they are the owners of knowledge and rights, become people who actively explore knowledge bugs, and become people with unified knowledge, so that students can realize in the process of cooperative inquiry that "the process of seeking knowledge is reliable and true only when they realize that there is no knowledge in the world." Highlight the importance of cooperation and make them realize that their observation, thinking, choice and experience are all a meaningful learning process.

(4) Expand the extension stage (draw inferences from others)

The new curriculum standard clearly points out that guiding students to adjust their learning methods, improving their abilities of autonomous learning and cooperative learning, and making them have the ability of lifelong learning, so the extension stage in the classroom highlights its importance in the teaching process. Let the students realize that the content of this lesson is not over yet. For students, exploring new knowledge is just the beginning, and you need to further understand and master it. The 45-minute class only provides students with an environment to learn new knowledge and what they decide to learn. They are free to set their own learning goals and choose the methods to achieve them. Teachers only provide them with some materials, and expansion is the highest realm of learning. Enlarge one's learning pattern, open one's brain circuit, let oneself study responsibly, realize the skills of expanding, extending, methods, laws and transmitting new knowledge, achieve the purpose of analogy, promote students' divergent thinking, cultivate creative thinking ability, broaden students' horizons, master knowledge, and make the classroom content more three-dimensional, fast-paced and large-capacity.

(5) Theme activity stage (classroom exercise)

The theme activity stage is to check and feedback what students have learned in class. It is an important means to optimize classroom teaching and an effective method to improve the quality of classroom teaching. The forms of reaching the standard in class can be diversified. According to the content and nature of this class, we can carry out thematic activities, such as "Appreciation and Comment" course, which can let students discuss what they appreciate through learning, or put themselves in the picture. If I am a painter, how should I behave? In the course of "Modeling Expression", theme activities are more intuitive. You can set up activities according to the requirements of the textbook, or explore new activities on the basis of the requirements of the textbook. For example, the second lesson of Unit 2, Book 2 of People's Education Edition (20 13) can increase the activities of sketching, so that students can experience the fun of sketching more effectively and understand the methods of sketching. The particularity of art class determines the diversification of classroom practice methods. While optimizing the classroom content, teachers can make knowledge more intuitive and help students absorb new knowledge quickly.

(6) Evaluation stage of reaching the standard

Different classes, different teaching contents, students' learning methods and methods will be different, teaching methods will change, and the way of reaching the standard evaluation will also change. In the past, some classes seemed lively, but students didn't learn well enough, and knowledge implementation was often not in place. Such a classroom is inefficient or even ineffective. In the evaluation stage, you can put yourself in the students' position, touch people's feelings, think about other people's ideas, and deeply understand and accept students' feelings. Pay attention to students' problems through body language and verbal expression; Through euphemistic questions or summaries, we can understand or confirm the true feelings and meanings contained in the images depicted by students, and focus our attention on the current feelings and needs of students. Respond to students' feelings, adopt students' suggestions and praise students in interaction, and give different explanations according to each student's foundation to meet the direct needs of different students, so that students can gain joy in success and reflect their own values more. At the same time, students should be encouraged to carry out independent evaluation. Only by putting self-evaluation in the main position and others' evaluation in the secondary position can people's independence, creativity and autonomy be promoted and developed, and students can be helped to grow into active and self-responsible people.

3. Implementation strategy

(1) embodies "student-centered" and fully trusts students, so that students can experience the knowledge they want to master and feel the success of learning. Junior high school students have a relatively independent and basically independent learning ability and a certain way of thinking. From the perspective of teaching promoting students' development, learning is first based on solving the problems in existing development areas, and then teaching aims at solving the problems in recent development areas. Only classroom teaching based on students' autonomous learning can keep ahead of development and promote development, thus constantly creating the nearest development zone and transforming the nearest development zone into a new existing development zone, thus realizing "self-realization".

(2) embody "non-instructional teaching", cultivate students' autonomous learning ability and teach students to "fish". In the teacher-dependent learning stage, students must teach before learning or learn while teaching, but the focus of teaching is not teaching, and the focus of learning is autonomous learning. Therefore, teachers should devote themselves to teaching students to learn how to learn and establish "non-guiding teaching" to truly reflect the particularity of art classes. Non-mandatory answers are usually simple answers, not explanations, comments or suggestions, but reflection, clarification, acceptance and proof of understanding, with the aim of forming an atmosphere for students to expand their thinking. Here, students decide what to study, they can set their own learning goals and choose the methods to achieve them.

4. Evaluation strategy

Independent evaluation is the main evaluation method of art teaching. There are many ways to implement self-evaluation, for example, the teacher and every student in the class establish highly personalized evaluation rules, or the students take the main responsibility of formulating grading standards and grading. In some courses, team members analyze their own strengths and weaknesses, negotiate with other team members, and finally the representatives and teachers elected by each team negotiate with each other to determine the evaluation rules.

Experimental process, typical cases, activity plan, counseling plan, teaching design, etc. Use this model.

1. The process of the experiment

The research on the art classroom teaching mode of "guidance-inquiry-development" is a purposeful, planned and step-by-step scientific inquiry activity under the guidance of humanistic teaching thought and Vygotsky's theory of "zone of proximal development". All the steps related to the experiment are designed in advance, so it is necessary to carry out the experiment in a scientific way according to the experimental design. Therefore, according to different experimental stages, I guide experimental methods to improve experimental efficiency and reduce losses caused by improper methods. At the same time, when I encounter unclear problems in the experiment, I can consult the materials in time or consult through relevant learning websites.

2. Typical cases

This semester, People's Education Press, 20 13 Edition, Unit 2, Lesson 2, Take design pattern as an example. This class adopts the art classroom teaching mode of "lead-explore-send", which is interlocking and "student-centered" to provide students with reasonable scaffolding, so that the knowledge in the art classroom can be implemented and the students' psychology can be deepened.

3. Programme of activities

(1) The art classroom teaching mode of "leading-exploring-developing" is integrated into daily teaching, which truly achieves the role of scaffolding and embodies the characteristics of non-guiding teaching.

(2) Establish a new teaching concept of teaching students in accordance with their aptitude and taking students as the center, and advocate students' free learning and independent evaluation.

(3) We need the help of curriculum reform in many aspects, steadily improve the quality of our own curriculum reform, and learn to make good use of resources.

(4) Every class should reflect on teaching, strive for a breakthrough in teaching, and make the teaching mode of "lead-explore-develop" art classroom more perfect.

4. Tutorial case

Designing a good tutoring plan is an important link in art teaching. According to the characteristics of fine arts discipline and the actual situation of students in our school, according to students' existing knowledge, self-study ability level and teaching requirements, a set of self-study guidance scheme for students is formulated, including pre-class data collection, knowledge guidance stage, cooperative inquiry activity, extension stage (by analogy), theme activity stage (classroom exercise) and standard evaluation stage. The characteristic is: let students know what they have learned and what they want to achieve in advance with the guidance plan. The gradient of the tutorial plan can guide students to know and understand the teaching materials from the simple to the deep, so as to meet the needs of students at different levels, make students feel challenged from the design of the tutorial plan, inspire ordinary students, and let students with learning difficulties get the joy of success.

Design pattern tutorial case

Teaching objectives

Learning guidance process

First, pre-class data collection

Collect the application of patterns in life, (campus bulletin boards, school equipment, daily necessities, clothing, etc. ).

Second, the stage of knowledge guidance

What are the differences between previewing the new knowledge of this lesson and the last lesson? What do you think you need to master? Can the methods and requirements of sketching materials in this lesson be understood? Did you get the method of pattern design?

Third, cooperative inquiry activities

Combine individuals and groups, explore the links of relevant knowledge and information in this lesson, and broaden the learning horizon.

Fourth, expand the extension stage (draw inferences from others)

By previewing and collecting information, what do you think is the degree of mastering the important and difficult knowledge of this lesson? From what angle do you need to consider? Can you expand and extend the knowledge you have learned in this lesson?

Five, the theme activity stage (classroom practice)

Are there any familiar materials for sketch and pattern design at this stage?

Sixth, the evaluation stage of reaching the standard

Set a standard for yourself first. What kind of learning effect do you need to achieve through this course? Can you keep it during your study and get the recognition of your classmates and teachers?

5. Instructional design

Subject: Design pattern

Teaching objectives

Knowledge and skills: Understand the relationship between sketch and pattern design, and learn the basic methods of pattern design.

Process and Methods: Actively participate in classroom discussion and carry out interactive inquiry learning and practice.

Emotional attitude and values: initially formed a sense of pattern design, have the desire to use what they have learned to beautify their lives.

Teaching emphasis: master the basic methods of pattern design.

Teaching difficulty: be able to design patterns of your own style.

teaching process

First, the guiding stage.

Talk about patterns, talk about the pattern design around us, guide students to pay attention to the relationship between patterns and life, create learning situations, stimulate students' interest in learning, and lead them into this lesson.

Second, the development stage.

1、? Understand the materials of patterns: animals, plants, people, landscapes, etc. Refine, strengthen and exaggerate. Through sketching and changing, the most representative and beautiful features in these images are refined, strengthened and exaggerated, making them more typical, idealized, artistic and interesting, thus creating more infectious pattern works.

2、? Understanding sketch

A. Sketching methods of patterns: line drawing, shadow painting, pen light color painting, water pink limited color painting, etc.

B, sketch requirements:

1), choose the appropriate angle.

2), grasp the typical dynamics and characteristics.

3. Theme activity 1: Sketch exercise

Drawing Lotus with Sketch (A Brief Comment on Students' Sketch)

4. Watch short videos and explore the basic methods of pattern design.

1) Summary: Refine and simplify the form of natural images.

? Objective: To preserve its essential part without losing the main features of the original image.

2) Exaggeration: emphasizing and highlighting the characteristics of natural images.

Objective: To exaggerate, emphasize and highlight the shapes, ways and habits of objects, rather than simply enlarge them.

3) Imagination: the psychological process of combining different images and modeling elements skillfully to make them closely integrated and interdependent, resulting in a new image.

? Objective: Without being bound by natural images, it is vivid, interesting and meaningful to express the beautiful subjective images that human beings pursue and yearn for.

? 5. Theme Activity 2. Design Mode (Exploration and Practice)

? Decorate paper cups or trays with individual or continuous patterns. Demonstrate and summarize the design steps. )

1), observe and think about objects (animals, plants, people, geometry, landscapes, etc.). ) from sketch.

2) Use exaggeration, generalization and imagination to design patterns.

3) Adjust the design draft and color it.

6, classroom evaluation: self-evaluation and mutual evaluation, enhance students' interest in learning, stimulate learning inquiry and creativity.

Third, after-school expansion

Watch the excellent works of paper cups and paper plates, appreciate the design of the big screen of the 20 19 Asian Cultural Carnival, further broaden students' knowledge horizons, and let students further understand that art and life are closely linked.

Fourth, teaching reflection.

Five, the blackboard design

Design pattern

1、? Pattern materials: animals, plants, people, landscapes, etc.

2、? Understanding sketch

Sketch methods of patterns: line drawing sketch, shadow painting sketch, pen light color sketch, water pink limited color sketch, etc.

Sketch requirements:? corner

? Typical trends and characteristics

3、? Basic methods of pattern design

Generalization, exaggeration, imagination

4、? Design steps

1), observe and think about objects (animals, plants, people, geometry, scenery, etc.). ) from sketch.

2) Use exaggeration, generalization and imagination to design patterns.

3) Adjust the design draft and color it.

The actual effect, social influence and popularization of this model in education and teaching practice.

First, the actual effect.

The art classroom teaching mode of "guidance-exploration-development" is a new teaching mode that I have been exploring and practicing in the art classroom teaching of rural middle schools. It is a teaching mode that is constantly explored and developed according to the learning situation of rural middle school students and the present situation of rural middle schools. Based on my study in "Family Education Committee of China Children's Culture and Art Promotion Association" and Captain Liang Xiaoling's "Alliance Group of Mental Health Family Instructors", I got theoretical support by studying domestic and foreign educational theories, and deeply felt the urgency of applying advanced teaching theories to guide the development of rural art teaching. Thanks to the advantages of many classes that can be taught in art teaching, one class can be continuously run-in and improved through six classes. It is well received by the majority of students, which greatly stimulates students' interest in learning art, gives full play to the aesthetic advantages of art courses, fully satisfies students' mental health, and achieves the goal of "education is not to fill a bucket of water, but to light a fire". It further embodies that "education itself is the process of one person influencing another, and one lamp illuminates another." Let students go out and see the world, make them more mature and willing to influence and help the people around them.

Second, the social impact.

Because it is my personal exploration in teaching, it is limited to the popularization and application of art teaching in our school. According to students' learning situation and information obtained from home visits, students' personality and learning ability have been improved to a certain extent through art study. At the same time, in communication with parents, they can also influence their families through the aesthetic function of art. The most obvious thing is that students in school classes can be strict with themselves, cooperate closely with teachers, discuss the study of each class, have a strong sense of active inquiry, and are willing to study art courses.

Third, publicity and promotion.

1. Make a teaching plan, rationally plan the teaching objectives of each class, and carry out publicity and promotion work within our school.

2. Establish an interactive group among students, find fault with teachers, and effectively implement this teaching mode.

3. Make use of Internet resources, and constantly discover the shortcomings in our teaching by taking lessons and grinding lessons, so that teachers in our school can make suggestions and constantly improve classroom teaching.

4. Communicate and discuss with teachers after class, and constantly optimize the research of this model, which will really benefit students and improve teachers' teaching.