Folk Art In The Applications Of Primary And Middle School Art Teaching Feasibility Study

In the long history of cultural resources in China, as part of the excellent traditional culture, folk art has a very important historical literature value, aesthetic value and profound heritage value. On June10, 2006 set up in our country the first "cultural heritage day", to "protect the cultural heritage Guardian spirit home " as the protection of Chinese intangible cultural heritage of a programmatic goals, launched for the intangible cultural heritage, heritage census, protection,inheritance and research work. Chinese folk art as a national intangible cultural heritage of composition, diversity and distinctive regional, as a live transmission of culture, with abundant literature, aesthetics,history, archaeology and cultural gene, the different historical period of the folk art reflects different periods of history culture, is the Chinese of all ethnic groups in the land the crystallization of the industrious and intelligent and rich creativity. Non-material cultural heritage must be based on artificial transmission carrier of live transmission, non-material cultural forms such as folk art into the cultivation of the elementary and middle schools fine arts curriculum system, not only for the inheritance of folk art has a positive meaning in promoting. There are conducive to students’ cognitive to a wide variety of excellent cultural resources. In addition from the perspective of the significance of education, primary and secondary school students learning folk art, to improve small and medium-sized student’s inquiry learning and ability, cultivating autonomous learning interest, more conducive to enhance the primary and middle school students identification of the national culture historical value. As a result, the folk fine arts courses in elementary and middle school students is important, how to open, what kind of content, open to what kind of teaching mode to open to become a topic worth studying.The research purpose of this subject: choose several schools as sample,study the contents of the folk art resources in elementary and middle schools fine arts curriculum selection, education mode, education effect,carry on the omni-directional analysis, feedback mechanism based education researchers hope to sprang out, the effect of paper involvesteaching design can provide teaching theory basis for first-line teachers.The research methods include: case analysis method, interview method,literature method. The author selected the shandong weifang cold pavilion one and weifang high school(art) in samples for analysis.The full text is divided into three parts, and its specific profile is as follows: the first part: the relevant experts and scholars, this paper gives a brief definition is the concept, types and the most representative of folk art folk art resources, in-depth analysis of folk art in contemporary society, the status, further expounds the importance of folk art in primary and secondary schools to open.The second part: the concrete analysis of selection curriculum contents of folk art and the design of teaching mode. In the aspect of teaching mode and elaborates on the classroom teaching and extra-curricular interest groups within the implementation methods of teaching mode, in order to better promote the DPP art teaching reform.Part iii: the implementation of the folk fine arts education of primary and secondary schools, divided into folk art appreciation class and manual class two forms, finally respectively lists the best represents ceramic board pictures teaching design and teaching of folk art design,display of folk art teaching reform in the most intuitive form of purpose and direction.Resource research of folk art of the development and application of art education in primary and middle school can from the teaching idea and teaching organization strategy for teaching strategy to provide a basic education of first-line teachers, but also can cultivate students’ national emotion and national feelings, let students form the habit of inheriting national traditional culture, improve the students’ aesthetic idea and aesthetic consciousness.