How to effectively improve students innovation ability in art classroom teaching

Our teachers will find graduated seniors to communicate with us, and the art teacher will take us out to sketch, see exhibitions, and talk about the artist's life.

In the process of teaching, it is necessary to deal with the transfer of knowledge and .

The relationship between cultivating ability should pay attention to cultivating students' independence and autonomy, and guide students to question, adjust and investigate. And learning by doing, emphasizing the organic combination of students' life experience, scientific knowledge and social development, so that learning becomes an active and individualized process under the guidance of teachers. So, how to stimulate students' innovative spirit and cultivate students' practical ability in art teaching?

1. The establishment of a democratic and harmonious atmosphere is the foundation of innovation and practice, and the essence of teaching is the common development of communication and interaction, and it is common happiness! Only when you squat down and communicate with your classmates on an equal footing, and when teachers and students share each other's thinking, experience and knowledge, exchange each other's emotions, experiences and concepts, enrich the teaching content, and seek new development, can happiness be generated and meaningful. (1855 words remaining).

The famous French educator Rousseau said: "The art of education is to make students like what you teach." This fully shows that stimulating interest and giving full play to imagination is the premise for students to actively do it.

Therefore, in classroom teaching, teachers should create flexible teaching situations to stimulate students' interest in hands-on, guide students to discover, think, analyze, and solve problems, and finally acquire new knowledge.

For example, when teaching the lesson "The Association of Vegetables", the teacher uses multiple **presentations** in the introduction link and asks the students: "Do you like to eat vegetables?" Teacher, here are some interesting vegetable shapes**, everyone is looking at the key, while thinking about how these interesting shapes are made.

The teacher's attractive voice and funny ** quickly attracted the attention of the students, and the students were all serious ****. Through observation, students have a preliminary understanding of the learning content of this lesson, and some questions have arisen. Next, the teacher showed a shiitake mushroom and quickly dig, plugged and put together on the display table to turn the mushroom into a cute turtle.

The students were very surprised, and they all said that they wanted to try it. Therefore, the teacher instructs the students to feel the vegetables in their hands through a variety of senses, create according to the shape and color of the vegetables, and re-give the vegetables a new image through cutting, digging and carving, and finally the students can complete the production better.

The students' imagination is very rich, and they have their own unique opinions on both modeling and color, which are based on life and are closely related to life. In the above teaching, teachers connect art with life to create problem situations, which stimulates students' interest in hands-on work and lays a foundation for cultivating students' hands-on ability.