Research On The Construction Of An Assessment Model Of Primary School Students' Art Performance Literacy

Art performance literacy is the basic element for citizens' aesthetic literacy,which is one of the key concepts and contents of art subject key competences.It is not only the foundation of the formation of human aesthetic consciousness,but also an important catalyst of innovation and creativity.The primary school education is an important stage to cultivate students' art performance literacy.For primary school students,the development of art performance literacy is even earlier than that of their language literacy,which is an important means to get to know the world.The printing and distribution of the National Compulsory Education Quality Testing Program by the Education Steering Committee of the State Council in April,2015 is the symbol of the foundation of compulsory education quality monitoring system,which brings opportunities and challenges to the assessment of primary school students' art performance literacy.Based on students'development requirement of their key competences,to build an assessment model so as to diagnose,evaluate and improve the corresponding school teaching is the need of reality,which also accords with the research need to perfect the theory of art literacy assessment.However,the academic circles have different opinions on the assessment of primary school students' art performance literacy,and even there are differences on whether the assessment of primary school students' art performance literacy can be carried out or not.What are the elements of primary school students' art performance literacy?How to assess?What is the quantitative relationship among assessment indicators?All these problems need to be discussed and solved.At present,there are few researches on the construction of an assessment model of primary school students' art performance literacy at home and abroad.Based on the construction method of the basic education assessment model,this study carries on the theory and empirical research on the connotation,significance and form of primary school students' art performance literacy.It uses the methods of qualitative and quantitative research,literature research,interview,questionnaire survey and other methods to collect relevant data,and uses exploratory factor analysis,independent sample t-test and other statistical analysis methods to carry out the research work,trying to build a primary school students' art performance literacy assessment model,to fill the gap for such assessment model research.The research process and conclusions are as follows:First of all,using the literature method to untangle the domestic and foreign literature,electronic materials,primary school grade 5 and grade 6 textbooks and teachers' reference books which are related to the art performance literacy of primary school students,analyzing and summarizing its connotation,significance,form of manifestation and operational definition so as to initially form the analysis framework of the art performance literacy of primary school students.Secondly,through expert consultation and questionnaire survey,919 experts were consulted on the connotation dimensions and behavior factors of primary school students' art performance literacy,including 94 university experts,32 teachers/researchers of the academy of education and science,793 of whom were front-line teachers,18 experts with doctor's degree,34 with professor's title and 76 senior teachers.On this basis,the research constructs the assessment index system of primary school students' art performance literacy,and then develops assessment tools to collect relevant data.After that,statistical analysis(exploratory factor analysis,analytic hierarchy process,entropy method,chi-square test,F-test,T-test)is carried out on the survey data results,and the final fuzzy comprehensive evaluation model is obtained,which is composed of three first level indexes and six second level indexes.The first level indicators include perception recognition,aesthetic expression and creative connection;the second level indicators are information acquisition,perception conversion,theme content,form expression,knowledge construction and creative application.Then,the research tests the model of primary school students' art performance literacy.Through the analysis of the questionnaire results and interview materials,it is found that the assessment model of primary school students' art performance literacy constructed in this study is consistent with the experts' experience and understanding.According to the assessment results and teachers' subjective evaluation,the accuracy rate of the model is 86.75%by using the calculation method of the accuracy rate of the classification index standard.Finally,the application of this study to single students,school and large-scale sampling further proves the scientific nature and operability of the assessment model.The main conclusions of this study are as follows:(1)Based on the modeling elements and form principles,the art performance literacy is a comprehensive manifestation of the knowledge,skills and character of students' perception,understanding,aesthetic expression and innovative connection of ideas,emotions and things by using symbols,metaphors and other visual methods.(2)The operational definition of primary school students' art performance literacy includes three aspects.First,they can find meaningful information from life and grasp the formal characteristics of information through image thinking.Second,students are able to use the principles of form,combined with art language,use various media to create visualized works.Third,students are able to connect with real life and form the ability to use art expression thinking to solve practical problems in life.(3)Through empirical research,the evaluation index system of primary school students'art performance quality is constructed from three first-level dimensions:perception recognition,aesthetic expression and innovative connection.Six secondary dimensions:information acquisition,perception transformation,theme content,form expression,thinking construction,and creative application.(4)This research constructs a fuzzy comprehensive evaluation model of primary school students' art performance literacy S=0.1957×(50 p11+62.5 p12+75 p13+87.5 p14+100 p5)+0.1276×50 p21+62.5 p22+75 P23+87.5p24+100 p25)+0.1267×(50p31+62.5p32+75p33+87.5p34+100p35)+0.1353×(50p41+62.5p42+75p43+87.5p44+100p45)+0.2210×(50p51+62.5 p52+75p53+87.5 p54+100p55)+0.1937×(50p61+62.5p62+75p63+87.5p64+100p65)S1=0.6053×(50p11+62.5p12+75p13+87.5p14+100p15)+0.3947×(50p21+62.5p22+75 P23+87.5p24+100 p25)S2=0.4836×(50p31+62.5p32+75p33+87.5p34+100p35)+0.5164×(50p41+62.5p42+75p43+87.5p44+100p45)S3=0.5330×(50p51+62.5p52+75p53+87.5p54+100p55)+0.4670×(50p61+62.5p62+75p63+87.5p64+100 P65)Among them,Pij is the proportion of the number of raters who score the students' art works as the j-th grade on the i-th index.Teachers only need to put the proportion of the number of students in each grade on four indicators into the variables pij,and then get the evaluation score S of their art works.Despite the intensive investigation and in-depth research,there are still some problems to be further considered and studied,such as the reliability and validity of the investigation tools needing to be improved,the limitedness of the sample size,the relatively narrow geographical scope,and restriction of the student group.Therefore,in the follow-up research,we should further expand the scope,explore the assessment norm of primary school students' art performance literacy,and provide operable standards for front-line teaching.