Research On The Practice Of Associative Thinking Of Art Teaching In Primary School

According to the primary goal of the Compulsory Education Art Curriculum Standard(Trial Draft)in the primary stage of compulsory education,the art curriculum should pay special attention to cultivating students’ personality and innovative spirit and adopt various methods to help students form flexible and changeable associative thinking in art learning process,so as to maximize the development of students’ creative potential.The associative thinking guide is an important factor for teachers to achieve efficient classroom in the primary stage art teaching.It is not difficult for us to discover through investigations that in the current art teaching,due to the limitations of various conditions,teachers have received great resistance while inspiring and guiding students’ associative thinking during teaching.Thus,it is difficult to reflect the characteristics of free innovation in the art class of primary school.The thesis mainly aims at studying the issue that though teachers associating thinking guiding in art class,students can follow the teacher’s thoughts to achieve the right effective association based on current teaching contents,and teachers can better complete the teaching content,achieve the teaching goal and achieve effective classroom.The associative thinking guide is also an artistic mission for the art teacher.This requires the teacher to proceed from reality at every point and treat the students according to their aptitude.This subject mainly uses the methods of investigation and analysis,case explanation,and observation visits to find out the problems teachers face in the teaching process and the difficulties encountered by students in the learning process from the perspectives of teachers and students.Considering the students characteristics in primary stage,to adopt various effective methods and measures to develop students’ thought,let students learn appropriate and correct artistic associations,grasp the essence of art learning,and experience the fun of art learning.On the basis of previous studies and the author’s personal experiences in teaching practice,from teacher-led and student-centered perspectives,this subject has respectively conducted practice analysis of excellent teaching cases of associative thinking guiding and associative thinking training.This article is divided into seven parts:The first part briefly states the question introduction and research significance,and teases out the domestic and foreign scholars’ research status and research methods.The second part studies the necessity of teacher’s associative thinking guidance in art teaching.Mainly from the starting points of middle grade primary students’ thinking characteristics and academic analysis,to understand that students of this age group have limited awareness of new things;Moreover,through the analysis of the art teaching content in the middle grade,it is concluded that the knowledge reserve of the students in this age group is very limited.Finally,combined with the author’s practical case analysis during the teaching period,it concludes that the associative thinking of middle grade primary students needs the enlightenment of effective resources.The third part studies the significance of teacher’s associative thinking guiding in the art teaching of the middle grade primary students and systematically studies that associative thinking guidance can improve students’ classroom participation,inspire students’ interest in art learning,enrich the expressiveness of students’ creation,and promote teacher-student interaction,etc.,It is also elaborated with actual teaching cases.The fourth part and the fifth part are the key parts of the thesis.From the perspective of teachers and students,the author explores the associative thinking in the direction of depth and width with typical teaching cases.The sixth part discusses the problems that associative thinking should pay attention to from the three aspects,students’ age characteristics,classroom teaching time,and course teaching goals and key and difficult points.The last part is the conclusion and it summarizes the full thesis.