In recent years, our school has explored and practiced the integrated teaching of art and information technology. Let me talk about my experience and thinking in practice.
1. Art and information technology are closely related, and integration is inevitable.
Art is a visual art, and information technology expresses information in a three-dimensional way through sound, words, graphics and images, all of which are image-centered information presentation methods. In modern art, computer art, as a new member in the field of art, has a very strong development momentum. At present, the computer has become an extremely widely used tool in artistic creation. In the information technology and art textbooks of provincial primary schools, there are many learning contents that are interrelated. Taking the contents listed in the following table as an example, we can see that many contents in information technology courses are studied under the task of art, which is the most common form of integrated learning, that is to say, some learning contents in information technology courses have been integrated with art; Many contents in art textbooks are also very suitable for teaching with information technology. Moreover, some contents of art classes can only be learned through information technology, such as computer art design appreciation. Only when students operate in the information technology environment can they appreciate the design method of computer art. If teachers can demonstrate the use of Phsotoshop software to design pictures, it will open students' eyes and deeply appreciate the powerful functions and magical charm of computer art.
Therefore, the integration of art and information technology is inevitable. The integration of the two will achieve a win-win result, which can not only achieve the teaching objectives of art and information technology, but also improve learning efficiency.
Second, the integration of art and information technology optimizes the teaching process, and the integration is feasible.
1. Enjoy? Comments-Resources are vast and can be searched at will.
"Appreciate?" "Evaluation" is one of the four learning areas proposed in the "Fine Arts Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" formulated by the Ministry of Education. "Appreciate? The field of "criticism" means that students appreciate and comment on the visual world such as natural beauty and works of art, gradually form aesthetic interest and improve their artistic appreciation ability. "Curriculum Standards" points out: "Appreciation? In the evaluation of teaching in the field of learning, we should pay attention to students' active participation, strive to stimulate students' subjective spirit, overcome the disadvantages of teachers' narration in the past, and actively explore the diversification of teaching methods. "In the traditional appreciation teaching, students don't know how to appreciate, let alone how to comment. The main reason for this situation is that students lack learning resources, and there are almost no other sources of information except listening to the teacher's introduction. At present, the appreciation of primary school art accounts for a large proportion. Painting, sculpture, architecture, folk art, children's art, cartoon image, etc. It covers almost all art fields, and the most embarrassing thing for teachers in teaching is the lack of resources.
The integration of art and information technology not only solves the contradiction of lack of learning resources, but also stimulates students' enthusiasm for active participation. In the information technology environment, the resources of art appreciation are extremely rich. Students can learn independently as long as they master the use of IE web browser and the method of using search engine to find information. Teachers only need to put forward learning tasks, such as making a web page, writing an illustrated essay, making a slide show, compiling an electronic tabloid and so on. Help students solve technical difficulties and help them finish their homework.
For example, the appreciation of the Forbidden City in the art volume 1 1 Appreciation of Ancient Buildings in China. The traditional teaching design is: teachers show some pictures or slides of the Forbidden City, introduce the history, culture and architectural features of the Forbidden City like tour guides, and answer some questions of students, or simply organize students to watch the video materials of the Forbidden City, and then let students ask questions and discuss. This teaching mode is unilateral knowledge transmission, and students passively accept knowledge as the object of education, and the amount of information they receive is limited. The teaching design of the integration of art and information technology is: let every four students form a study group, study together, collect information, make a slide about the Forbidden City and communicate. In teaching, students are driven by tasks to collect information online, download pictures and make slides. In the process of consciously selecting and sorting out materials, they not only learned about the history and architectural features of the Forbidden City, but also built a relatively complete and three-dimensional knowledge system of the Forbidden City art. They marveled at the masterpieces of ancient architects in China, and felt a sense of national pride, thus they had great enthusiasm for understanding the ancient culture of China. In this process, every student actively participates and learns independently. Finally, through the online classroom to show slides, students are also quite involved in the process of mutual communication.
2. design? The application of powerful software is easy for you to design.
Design in another research field? "Application" and "Curriculum Standards" suggest "designing book covers and posters for cultural and sports activities by computer or other means". There are many contents in art class, such as stamp design, greeting card design, blackboard newspaper design and so on. , can be designed by computer. For example, using drawing, Word, Kingsoft and other software to design simple patterns, using professional Photoshop software to design covers and advertisements, and using a large number of pictures, photos and materials in computer CDs and colorful fonts and fonts in computer fonts to design more exciting works.
For example, the teaching of the ninth volume of fine arts, graphic composition design. According to the traditional teaching design, each student should prepare at least three pieces of circular, square and triangular paper with the same size, form several different figures through the arrangement and combination of these papers, and then choose one or two of them to draw. The disadvantages of this method are: due to the limitation of learning tools, only some common graphics can be obtained; It is difficult to draw pictures, and many students lose patience because the production process is too complicated to draw beautiful works. The teaching design integrated with information technology can overcome the above shortcomings. The method is as follows: first, insert the self-selected graphics "circle", "square" and "triangle" in Word, and set them to "no fill color", then obtain several basic graphics through "copy" and "paste", and then move them at will to organize them into new graphics. Students can try again and again on the computer until they are satisfied. Finally, the graphics are "combined" together, copied into the drawing software, and filled with their favorite colors. (Because the graphics in the drawing software can't be moved at will, and the area can't be filled in Word, it is necessary to make a composition in Word first, and then fill the color in the drawing software. )
Because the hand-drawn design method is greatly influenced by the designer's own technical level, it is also time-consuming, so it is often difficult for students to realize their expected ideas and the design will end in failure. Based on the information technology environment, the design is simple and handy, students can easily achieve the expected results, avoid the unhappiness caused by poor hands, and thus enhance their self-confidence in learning.
3. Cai is very useful in breaking through difficulties.
CAI (Computer Aided Instruction) mainly uses the functions of computer's fast operation, graphic animation and simulation to help teachers solve some key and difficult points in teaching. CAI courseware is mainly demonstration, which is the most common form in the integration of information technology and other courses. Teachers can use PowerPoint and other multimedia production tools, make comprehensive use of various teaching materials, write their own multimedia courseware, and use charts and animations. Show the dynamic change process and vividly demonstrate some incomprehensible contents, so as to break through the difficulties and improve classroom teaching efficiency. In the integrated teaching of art and information technology in primary schools, CAI is mainly used in the following situations:
(1) analysis and interpretation.
CAI can help students understand artistic knowledge and inspire them to discover artistic laws. For example, in the lesson "ever-changing thread", make a courseware for teachers to demonstrate and students to learn. Courseware first shows all kinds of lines in nature, highlights them with flashing effect, then summarizes the types of lines, then allows students to experience ever-changing lines through speaking and painting, and finally allows students to appreciate the beauty of lines in works of art. CAI plays a vital role in the whole teaching activity: it directly explains the process of line as an important artistic language and shows the charm of line.
(2) provide material.
Some contents in art courses may be far from students' life experiences, such as Happy Lantern Festival. Our local customs don't pay much attention to the Lantern Festival, and students don't know much about it. When teaching, it is difficult for students to learn if they do not provide enough learning materials. Therefore, giving full play to the advantages of CAI courseware and showing students a large number of intuitive information such as pictures and videos can help them solve their difficulties and improve their learning quality.
(3) Comparative experiment.
Art is visual art, and through intuitive comparative experiments, we can explain the truth and laws well. For example, to know cool colors and warm colors, students can feel the difference between cool colors and warm colors by watching a large number of contrast pictures, which is much more intuitive and simple than relying solely on the teacher's explanation.
(4) stimulate interest.
Interpretation of Fine Arts Curriculum Standards for Full-time Compulsory Education (Experimental Draft) requires teachers to "guide students to enhance their image perception and imagination through various vivid and interesting means, such as movies, television, videos, template paintings, visits, tours and even stories, games and music, and stimulate students' interest in learning fine arts. "Information technology has the function of three-dimensional display of information by integrating sounds, words, graphics and images, which makes the creation of learning situations handy. For example, in the "teapot modeling" class, students' interest can be aroused by appreciating the exquisite Yixing teapot.
Thirdly, the integration of art and information technology has changed the way of learning and caused a series of changes.
The integration of 1. has changed the way of learning, and at the same time caused the change of teaching structure.
The integration of art and information technology makes personalized learning possible. Because of the contradiction between individualized education and large class size in basic education, individualized education is just a beautiful wish. Learning based on information technology platform can meet students' personalized learning needs. Students can learn at their own pace, actively use network resources and computer software to collect and process information, and actively build a knowledge system.
"Learning to cooperate" is one of the "four pillars" of future education. The integration of art and information technology provides a good environment for cooperative learning. Cooperative learning in traditional teaching often becomes a mere formality. It is often an excellent student who speaks and other students listen, or a student who paints and serves other students, and even deprives students with poor art foundation of the right to participate in painting. Moreover, the learning achievements of group members are not easy to integrate. Cooperative learning in the information technology environment can really give full play to the strength and wisdom of each group member, which is conducive to the integration of learning results. For example, in the teaching of Appreciation of Ancient Architecture in China, let each member of the study group collect some information separately, such as the history, architectural features, precious collections, etc ... Then combine resources, discuss the production scheme of slides, and exchange learning results with other groups after making slides. Cooperative learning is an advanced educational concept, not just a form of learning organization. In the traditional education in China, it seems that there is more competition than cooperation among students, so it is particularly important to create a cooperative learning environment.
Due to the intervention of information technology in the teaching system, the three elements of "teacher", "student" and "teaching material" have changed their original positions. Information technology has become a cognitive tool and emotional incentive tool to promote students' autonomous learning. Teachers are no longer the masters of teaching, but the organizers, commanders and collaborators of teaching. Students are no longer passive recipients, but active learners; Textbooks are no longer materialized texts, but holographic resources. Integrated teaching has caused changes in teaching structure.
2. Integration has changed students' way of thinking.
Traditional teaching emphasizes the cultivation of students' logical thinking, and students are stronger than deductive reasoning and weaker than general judgment. Huge network resources, students can collect a lot of resources online. Reasonable processing of this information requires students to comprehensively summarize the information, which is conducive to cultivating students' generalization ability. China's long-term "knowledge-centered" curriculum thought has led to students' awe and credulity of words, so students often believe whatever information they find when they are exposed to network information. When the collected information is inconsistent or even contradictory, or conflicts with the original knowledge, students have to think about judging the reliability of this information. For example, there are different opinions on the explanation of Mona Lisa's smile on the Internet, and who is the model in Mona Lisa. Through long-term training, students will gradually transfer this way of thinking to other fields, which will provide powerful help for solving problems in study, work and life in the future.
3. Integration may lead to the weakening of traditional artistic techniques.
Because the homework of some art courses can be done by computer application software, such as "cover design", students can make beautiful works by Word or drawing software, and they don't need to use traditional tools such as pigments and brushes, and they don't need traditional coloring, so they may not know much about the properties of pigments, and they are not very skilled in the methods and skills of pigment preparation. Excessive reliance on information technology may lead students to be unfamiliar with traditional art media and weaken traditional art techniques. Traditional culture such as China painting and calligraphy may be abandoned by the younger generation. Therefore, not all art courses can be integrated with information technology, and reluctant integration will be self-defeating. For example, in the study of "Chinese painting", tools such as writing brush and Xuan paper should be used to let students experience the artistic charm of Chinese painting.
4. Imperfect network management and mixed information may bring some negative effects.
Internet is an open world with a wide range of information sources, which provides us with a lot of learning resources, but it is also full of wrong, negative and unhealthy information. For example, when searching for pictures about Venus, students may find unhealthy web pages, and students will browse the content out of curiosity. This will have a negative impact on children with poor judgment, which is not conducive to their formation of correct aesthetics and noble moral sentiments. Therefore, in addition to insisting on positive education and installing network filtering software, management should be strengthened in teaching.