The Design And Practice Of Dress-image Art Courses In Junior Middle School

Guided by the goal of nurturing good-mannered citizens with better aesthetic tastes,the introduction of fashion culture education to lower age groups have become a dominant hot issue receiving widespread attention from parents and related professionals.Based on comparisons between the psychological and physiological features of children of various age groups,as well as their living and education conditions,the design and implementation of fashion & image courses among middle school students will provide them with opportunities to receive comprehensive and systematic knowledge about fashion culture at an early age and acquire some basic dressing skills in life.In addition,it can also expand and enrich fine arts teaching practices in middle schools and offer further support for the establishment of special middle school fine arts teaching programs.Introduction mainly introduces the background and objectives of this study and the commonly-used knowledge structures in the fashion field and sorts out and analyzes the important concepts and practices from the perspectives of middle school fine arts education and fashion culture education.Base on which it proposes the thinking behind and frames ofthis research.Based on the characteristics of the psychology,physiology,knowledge structure and learning conditions of middle school students,the “course design” section gives a comprehensive analysis of the fashion-related cases in and teaching experiences about the various editions of fine arts textbooks for compulsory education in China.Through rigorous comparisons,analyses,lesson-drawing and course development and reorganization,the name,objectives and content of the course are determined,shaping up a middle school fine arts program about “fashion & image” consisting of seven lessons.Then a complete course implementation plan is made based on the teaching conditions and requirements of Wutian No.1 Middle School.Lastly,in keeping with the thinking of continued improvement,the study also formulates a clear and detailed mechanism evaluating course design and the effects and quality of course implementation.Practice proves that these methods are effective in improving teaching design and execution,meeting the requirement of sustained improvement.The course experiment section summarizes the implementation of our teaching design.Based on the established implementation plan,we conduct an experimental teaching practice on 40 students from class one of the seventh grade in Wutian No.1 Middle School in Wenzhou.During the process,we have collected comprehensive and accurate data based onthe established requirements of course evaluation and processed them properly.Lastly,we analyze and evaluate the course implementation based on the evaluation results and offer suggestions for further improvement.During the course design and implementation,teachers and students in Wutian No.1 Middle School have showed a high-level of interest and engagement,which is also reflected in the survey result;the feedback from teachers,students and parents involved in this program indicate widespread recognition of the objectives,significance and implementation of this course.Under the course feedback mechanism,most of the problems with the course design and barriers to its implementation are optimized,improved or avoided,forming a complete loop of PDCA.In addition,problems still uncertain or unresolved have already received attention from related parties and will undoubtedly become the focus of future teaching practices.