Since students are allowed to solve problems on their own and we believe in students’ inherent subjective abilities, of course it should be based on the students’ learning perspective. Let’s design teaching methods. Art teaching involves two aspects: "teaching" and "learning". The teaching process is a process of simultaneous activities between teachers and students. Therefore, teaching methods should not only study how teachers teach well, but also study how students learn well. Teaching methods should be designed from the perspective of student learning, and can fully reflect the service to students. All the work of art teachers is to guide students how to learn and develop lively and actively.
How to design teaching methods? We must organize teaching according to students' physical and mental development characteristics, cognitive rules and teaching content, so that the classroom teaching structure is consistent with the knowledge structure of the textbook and students' cognitive structure, which is conducive to students' acceptance and internalization of knowledge and the formation of new knowledge structures. , and externalized into abilities. For example, in traditional still life sketching, the teacher usually arranges the still life for planned and purposeful sketching training through directional thinking according to the requirements of the syllabus. Such as simple color block combination, tone training, etc. This will inevitably produce more or less passive factors, such as students sitting in a position that is not suitable for painting, or still life placement and combinations not being able to mobilize students' passion for painting, etc. If students have mastered certain painting basics and techniques, teachers can try the "shift" teaching method in still life sketching teaching. That is, randomly put some interlining and a lot of still lifes (note: interlining and still lifes should coordinate with each other). After students make shifting combinations through thinking and imagination based on their own learning experience, they will then silently draw one or two pictures based on the still life placed in front of them to form the intention of the structure, that is, creation. This forms a competition between the groups, activates students' creative thinking, mobilizes students' passion for painting, and truly implements the dominant position of students in classroom teaching. Taking this as an example, teachers can use this teaching method appropriately no matter what topic they teach.
In the past, we talked about teaching or learning, but we often looked at teaching and learning in isolation. The two should be examined and implemented in a unified body. The teaching method should be unified by the learning method, and the establishment of the teaching method should be subordinate to the learning method. Because some teachers have psychological barriers that students cannot draw on their own, they simply go to the local area to teach. As a result, in teaching design, they only consider how they teach and rarely consider how students learn. Doing so will not enable students to form a set of learning and thinking methods, and it will be difficult to cultivate students' self-learning ability. What is the main role and the development of good study habits? To design scientific teaching methods and truly not ignore students' dominant position in painting, students' creativity must be fully respected and their creative abilities must be cultivated.
In the future society, everyone will have the opportunity and possibility to create. It is not entirely the patent of some art masters. Therefore, innovation ability is very important for every student. The biggest drawback of traditional art classroom teaching is that it fails to develop students' creative potential, fails to greatly encourage students to create, and fails to find suitable creative methods to cultivate students and provide guidance. Only by focusing on students' current and future learning can art teachers' teaching be influential and lay a solid foundation for students' main role and future development.
In short, it is necessary to realize the main position of students in art classroom teaching; to cultivate innovative artistic talents, it is necessary to have art teachers with innovative consciousness and development ability; and to provide students with opportunities to use their imagination. Space opportunities and conditions must create an atmosphere that can stimulate innovative thinking. I am not afraid that students will think outrageously, but I am afraid that they will not use their brains. Teachers, opportunities and conditions, atmosphere, whimsy - these are all very instructive and conducive to cultivating the creative thinking quality and innovation ability of middle school students.