The Design Of Micro-lesson Activities For Primary School Art Practice Research

In 2022,the Compulsory Education Curriculum Program,issued by the Ministry of Education,divides elementary school grades 1 to 2 into the first school period(lower elementary school period),and explicitly proposes to strengthen the articulation of school periods and focus on the design of learning in elementary school grades 1 to 2.Among them,the Compulsory Education Art Curriculum Standards especially point out that the aesthetic perception education in this school period plays a pivotal role in inspiring students’ imaginative creativity.Through preliminary field research,the author found that the introduction of micro-lessons into the lower elementary art classroom can,to a certain extent,transform students’ ways of thinking and enhance their imaginative and creative abilities.However,in practice,the classroom discipline is difficult to maintain and students’ attention is not focused due to the lack of corresponding adjustment of teaching methods,which to a certain extent limits the role of micro-class technology in promoting art teaching in lower elementary schools.In addition,through literature review,we found that most of the studies on microteaching in lower elementary schools are focused on major subjects such as language and mathematics,but rarely in the field of art.Therefore,based on the practical and theoretical needs,it is necessary to study the design of micro-lesson activities in lower elementary art,so as to enhance the effectiveness of art teaching and improve students’ aesthetic perception and imaginative creativity.This study is guided by realistic needs and practical problems.First,through field research,we confirm the urgent needs of students in the lower elementary school for art microteaching,and diagnose the shortcomings of current art microteaching in this school section;then,we grasp the crux of the problem through research on teachers and combing through relevant literature,and clarify the root of the contradiction between traditional classroom teaching methods and modern microteaching technology.Secondly,based on the theory of multiple intelligences and the theory of children’s cognitive development,and combined with the main requirements of the new curriculum,we analyze the art subject in the lower elementary school and refine the principles of micro-lesson activity design;with reference to the Dick Kerry model and the BOPPPS model,we construct the structure of micro-lesson activities in the lower elementary school,analyze the basic contents of micro-lesson activities in the lower elementary school in turn,and then design the preliminary micro-lesson activities in the lower elementary school.The overall activity flow of the lower elementary school art microcourse.Finally,the study was conducted with students in a second grade class in an elementary school in Chongqing,and three rounds of action research were conducted in accordance with the predetermined activity flow.In each round of the study,we used questionnaires and observation methods,combined the results of qualitative and quantitative analysis,comprehensively evaluated the changes in the students’ aesthetic perception and imaginative creativity,verified the effectiveness of the activity design,and iteratively optimized the activity flow with practical feedback to finally form a proven activity design for the lower elementary art micro-lesson.Based on the results of the practice,the three aspects of activity effectiveness,activity changes,and activity strategies were summarized,and the process and conclusions of the micro-lesson activities were refined and summarized,resulting in a micro-lesson activity design for the lower elementary art class.The results of the study showed that the appropriate design of micro-lesson activities in lower elementary art helped students’ development of aesthetic perception ability and imaginative creativity ability and the improvement of classroom teaching effectiveness.Specifically,students’ aesthetic perception ability increased significantly in the second round and remained stable in the third round,and their imagination and creativity ability increased significantly in the third round.Students’ learning interest and classroom participation also increased significantly in all three rounds of the study.The study concluded that effective strategies for designing art microlearning activities include: first,attaching importance to the creation of teaching contexts.Through microlessons,different teaching contexts were created,such as using famous paintings to link stories and create story contexts;collecting materials and setting up games to create game contexts;leaving white space for imagination to fill in model paintings and create painting contexts.Second,pay attention to students’ real needs.When collecting materials,let students collect materials by observing their actual lives with their interests;when choosing the painting theme,let students have the right to choose,and they can create freely without combining the teaching theme.Third,scientific assessment of students’ performance.We use value-added assessment to evaluate students’ progress vertically,to guide students to see their "added value" and to stimulate students’ intrinsic motivation to pursue self-improvement in the lower elementary school,so as to protect students’ interest in learning and enhance their imagination and creativity.