谈对高中美术鉴赏课教学的几点看法由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“高中美术鉴赏课教学”。
素质教育，是当今教育的重要课题。而美术教育在提高与造就学生素质方面具有其独到的作用。因此，美术课堂的教学效果显得尤为重要。高中美术课多为鉴赏课，如何让学生从单纯的动手描绘美，转化为在此基础上能自主发现美、感受美，从而创造美，达到情感、态度、价值观的综合提升这一三维目标，真正的提高美术素养，是作为高中美术教师的我一直以来不断学习和探究的课题。下面我就依据自己平时在课堂教学中的经验，谈几点不成熟的看法：
一、激发兴趣，导入为先
叶圣陶先生曾说：“教师之为教，不在于全盘授予，而在于相机诱导。”给学生一个自觉主动的理由，是激发学生求知欲、探索欲的前提。把传统单一的提问――回答模式，转变为“发现问题―思考―探究―解决”。从“要我学”转化为“我要学”，其教学效果的悬殊不言而喻。举一个我在教学中的实例：在讲“中国山水画与西方风景画”一课时，我引用电影《天机―富春山居图》中的片段作为导入，并充分运用了青少年的猎奇心理。视频放映结束后，先不急于设置传统的、程式化的问题，而是问学生“你了解到了些什么”“还知道些什么”甚至是“有没有在视频中发现令自己疑惑的问题”。学生畅所欲言、不受约束，教师边听边总结边补充，逐渐把学生引入中国山水画创作的学习中来。
二、巧设问题，环环相扣
正处于身心健康发展阶段的高中生，对学习未必都是“乐学”。美术教学也不例外，新奇的视频、富有震撼效果的画面对他们有着强大的吸引力，然而新奇过后，迎来的是知识点的学习，不少学生就会立刻回归到一种倦怠、不感兴趣甚至“事不关己”的状态。在这种情形下的提问显然成了连接环与环之间的重要纽带。问题的设置集兴趣性、关联性、引导性于一身，自然也是需要我们反复推敲、揣摩的。还是以“中国山水画与西方风景画”一课为例，学生观看视频之后自主设问、自主思考、自主作答，教师免不了要将一些理论性的新知识传授给学生。此时，如果直接将：中国山水画的创作特点归结为一、二、三、四的话，恐怕只有少数学生的注意力还会集中于此，多数学生早已思维涣散，神游他处了。若能设问巧妙，如先问学生：“假定让你画一画校园的风景，你会先做什么，再做什么，用什么着色，你理想的画面效果是什么样的”。学生就可以自主设计、思考一番。教师让学生发言后，再以古人的身份自居，深入浅出地告诉学生中国古人创作山水画时怎样观察，怎样用笔、用色，侧重表现什么，并把自己所讲的与学生所说的加以对比，让学生发现其中的不同，这样学生既不会丧失兴趣，又能很容易地理解和接受。
三、设计活动，及时反馈
要想使学生整节课都能带着兴趣和热情投入到学习中来，教师在做好怎么问、怎么讲的基础上，还要设计好活动。好的活动设计能起到意想不到的效果。在课堂教学中设置小练习，不但能活跃课堂气氛，而且能使教师快速了解前面所讲的内容究竟效果如何，从而得知是否应该根据情况进行适当的调整，以便充分把握课堂节奏，使课堂教学游刃有余。比如，讲后印象派的代表画家及作品时，我会播放几段不同风格的音乐，让学生根据不同音乐传达出的不同情感在自己之前画好的三幅同样内容的小稿上着色。如，蓝色代表忧郁，红色代表激情与兴奋，灰色代表沉闷、压抑。学生在练习了造型能力的同时收获了乐趣，重要的是在潜移默化中真正理解了后印象派作品中通过色彩所传达出的情感。
四、授之以“鱼”，不如授之以“渔”
高中美术鉴赏课的目的在于陶冶学生的审美情操，增加学生的审美体验，从而全面提高学生的美术素养。两周之前的一节公开课让我认识到自己在课堂教学中还有很多不足，我做到了抓住学生的兴趣去引导，却没能丰富他们自身的审美体验，做到了巧妙设问，环环相扣，却忽视了教会他们去鉴赏、去审美的方法。简言之，教会了学生什么是美的，但没有让他们学会怎样再去发现美、鉴赏美。俗话说：授之以鱼，不如授之以渔。所以，针对此类问题，我计划在导入、新授、提问、讨论、拓展、练习这些环节之后，追加一个自主赏析环节，学生把学来的、感受到的东西运用于实践，真正地把学到的方法内化为自己的能力、素质的一部分，真正做到从技能到技巧、方法，最终到情感、态度、价值观的提升。
以上是我在实际教学工作中的几点见解，还很不成熟，还需要不断地充实、丰富、提升。高中美术鉴赏课在提升学生美术素养方面有着不可替代的作用，是实施素质教育不可或缺的一环。我会在以后的工作中把握学生的身心发展特点和认知规律，悉心研究教材教法，改进、完善教学方法，提高美术鉴赏课的教学效率，让学生学有所思、学有所感、学有所获，使学生的美术素养得到全面提升。
Quality-oriented education, is an important topic in today's education.The fine arts education in the aspect of improve and bring up students' quality has its unique role.Therefore, the fine arts claroom teaching effect is particularly important.High school art appreciation course for more, how to ask students to describe beauty from pure, can into on the basis of independent found beauty, feel the beauty, so as to create beauty, emotion, attitude, values a three-dimensional goal of comprehensive promotion, the improvement of real art accomplishment, as a high school art teacher since I have been learning and to explore the topic.Now I'm in the claroom is on the basis of their usual experience, discues on the immature: A, inspire interest, import first Ye shengtao once said: “the teacher to teach, is not fully granted, but in camera induction.” Give students a self-starter, to inspire students' thirst for knowledge, exploratory premise.Answered the questions from the traditional single-mode, into “the discovery of problems, thinking, to explore,”.From “want me to learn” into “I want to learn”, its the disparity of the teaching effect is obvious.A I in the teaching examples: talking about “Chinese landscape painting and western landscape painting” a cla hour, I refer to the movie “the cat was--fuchun mountains as the section import, and make full use of adolescents' curiosity.Video after the show, are not in a hurry to set the first traditional, stylized, but asked the students ”awarene of what you“”what do you know“ and even ”ever found in the video make you confused problems“.Students speak freely, uninhibited, teachers listen to summary and supplement, gradually introduce the students to learn Chinese landscape painting creation.Second, it questions, interlocking Is in the midst of the physical and mental health development stage of high school students, to learn all is not ”happy“.Art teaching is no exception, novel video, rich shock effect of the picture has a strong appeal to them, but after the novelty, in the knowledge learning, many students will immediately return to a listle, not interested in, and even the state of ”irrelevant“.In this case the questions clearly become the important link between connecting ring and ring.Interest in the setting of the sets, relevance, leading in one, a natural also requires us to weigh, ponder.Or in the ”Chinese landscape painting and western landscape painting“ a cla as an example, the students watch the video after the independent inquiry, independent thinking, independent answer, the teacher will not avoid some new theoretical knowledge to students.At this point, if the will directly: the creation of Chinese landscape painting characteristics summed up in one, two, three, four, I'm afraid of only a few students attention will be focused on this, most students have already mind wandering, it elsewhere.If can establish to clever, such as ask students: ”aume that allow you to draw a picture of campus landscape, what will you do first, then do, with what color, what is your ideal picture".Students can independently design and thinking.Teacher let the students to speak, then to pose as the identity of the elders, explaining the creation ancient Chinese landscape painting to tell students how to observe, how to pen, coloring, focusing on the performance, and told by themselves and to compare the students say let students find the difference, so that students can neither lost interest, and make it easier to understand and accept.Third, the design activities, and timely feedback The whole cla is to make students with interest and enthusiasm into learning, teachers in how to ask and how www.daodoc.com www.daodoc.com www.daodoc.com www.daodoc.complishment, and is an integral part of the implementation of quality education.I will in the later work grasp student's body and mind development characteristic and the cognitive rules, meticulous research on teaching, improve and perfect teaching method, improve the teaching efficiency of art appreciation course, let the students learn to think more, learn more, gains, to improve art accomplishment of students.
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