笔者近几年教学实践发现,农村小学生对艺术有一种天然的追求,对美术有一种由衷的向往。一旦轮到每周那好不容易才有的两节美术课,他们总是有一种特别激动和兴奋的心情,表现异常活跃。但由于农村小学美术兼职老师多、美术专业知识缺乏、对美术课程思想认识不够等多种原因,农村孩子的绘画基础不是很理想,评价方式局限于简单的、肤浅的优、良、中、差的传统等级评价,导致美术作业出现了质量上的参差不齐的问题。对学生来说,他们很难搞懂得“优”的作业“优”在哪里,得“差”的作 In recent years, the author’s teaching practice found that rural primary school students have a natural pursuit of art and have a heartfelt yearning for art. When it comes to two art classes that were hard to come by every week, they always had a particularly excited and excited mood that was exceptionally active. However, due to many art teachers in primary schools in rural areas, lack of professional knowledge of art, lack of understanding of fine arts courses and many other reasons, rural children’s painting is not very satisfactory basis for the assessment method is limited to simple, superficial, good, middle and poor The traditional level of evaluation, resulting in the quality of art operations appeared uneven. For students, it is difficult for them to understand the operation of “excellent” and “excellent” where