Recently, I have carefully studied the "Guidelines for Learning and Development of Children Aged 3-6". I have carefully studied the five areas of health, language, society, science, and art in the "Guidelines" and combined them with My own work practice, looking for differences in comparison, and reflecting on the shortcomings of my education. Now take the field of "art" as an example, and use the small class children I teach as a reference to reflect on my "art" education in comparison.

First of all, the "Guide" points out: "The key to learning in the field of art for young children is to fully create conditions and opportunities, germinate children's feelings and experiences of beauty in nature and social and cultural life, and enrich their imagination and creativity It guides children to learn to feel and discover beauty with their hearts, and to express and create beauty in their own way." It can be seen that the key to art lies in teachers "fully creating conditions and opportunities" for children to "feel and discover beauty", and "Express and create beauty". So, how do teachers create it? What conditions and opportunities will be created? This is something teachers need to focus on thinking about from their own perspective. Do children feel, experience and discover beauty? How is it expressed and created? This is the specific performance of children in the activity. In specific education and teaching, I tend to pay more attention to the results, that is, the specific performance of the children in the activities. Have they learned a song? Does this painting look like it? It ignores the creation of teaching situations and ignores the reasons why children don't like it or can't learn well.

Secondly, the "Guide" points out that "express and create beauty in their own way." Children use their own way, rather than what we impose on them. Have we achieved this key point? In art activities, children just imitate purely and cannot write without samples. They just passively follow the ideas of books and teachers, resulting in uncreative works that have no personality and are only generic. In music education, many times the focus is only on the learning of a few simple dance moves or a few lyrics, with a one-sided emphasis on skill training without mobilizing children's emotional life accumulation and allowing them to actively and happily experience music. Art. Could it be that our children cannot create or dare to imagine various phenomena? The responsibility does not lie with the children, but with us. Children have followed the pace of their parents and teachers since they were young. Their learning is just pure imitation, which is the result of our backward concepts, simple and boring educational methods, and bad psychology of eager for quick success. Therefore, we must implement the spirit of the "Guide" and update our own teaching concepts.

Thirdly, the "Guide" proposes in its educational suggestions, "Frequently take children to visit gardens, scenic spots and other cultural landscapes, tell relevant historical stories and legends, and discuss and exchange feelings about beauty with children. "Children's experience comes from life. Only through more experiences can children "feel, discover and appreciate the beautiful things in the natural environment and cultural landscape." However, in the past school year, I basically did not take my children to visit or communicate with them. In daily art courses, teachers’ model drawings, tapes, etc. are mostly used. We will not evaluate the advantages and disadvantages of these two teaching materials for the time being, but only in terms of form and type. We found that it is single. Maybe we can justifiably say that there are not so many resources nearby, or there are safety issues for children to go out, etc.