Research And Reflection High School Art Appreciation Education Teaching Methods

Over the years I have engaged in front-line teaching art, art appreciation courses for high school study and ponder the great concentration. In teaching them, trying to prove with practice ways curriculum and teaching philosophy, combined with the creation of the artwork itself experience and insights so that classroom teaching art has been further improved and enhanced. However, the current stage there are still some problems: Teachers in art appreciation class forest for the trees, set aside the "student-centered" teaching philosophy Art students think they have no talent for art appreciation class is not interested in that art class creation does not make sense; And because of the popularity of art appreciation class is not enough, many students do not understand the relevant knowledge of art, he did not realize the aesthetic value of art.Art Appreciation teaching tend stylized ways, fatigued in art, art appreciation is not valued the moment, how to mobilize the enthusiasm of the students, so that they are interested in art appreciation class, make the class relaxed, lively and orderly, which art teacher is placed in front of an important issue. As a high school art teacher, and to solve this problem in the face, in addition to need to be outside to improve the educational environment, but also to local conditions, and the time, innovative teaching mode, build a harmonious "teaching", "learning " relationship to art appreciation carried out, so that the pursuit of artistic accomplishment passive lift into the student’s initiative. High school art appreciation course under the new curriculum standards, it is important not only give students a visual aesthetic experience in the classroom, more importantly, to enable students to acquire lifelong learning art of consciousness and perception of ordinary life, prompting teachers establish and improve the evaluation system. With the advance of the new curriculum reform process, the ideas received many new teaching ideas and information, the control over the teaching mode, and combined with my teaching practice, teaching high school art appreciation class model innovation to diversify, whole aspects of research, in order to "teach", "learning" harmony and unity. I am teaching practice, drawing on typical current research, literature search, carry out research surveys, case teaching methods, teaching practice of groping in an innovative and feasible "teaching", "learning" mode. Through art appreciation study, students interested in the fine arts of outstanding cultural uplift and heritage, enhance students’ artwork appreciation and aesthetic ability; improve the capacity and the ability to exchange and cooperation of independent learning through research and innovation models. The structure of this paper include: Preface: Combining Since teaching at "teaching" experience the practice of "learning" analyzes "teaching", "learning the problems" reflect on their own gain and loss in "teaching", "learning" on, and the current country art education research trends, trying to be innovative in the mode of teaching art appreciation, and explore a new model differs from the conventional. The first chapter background and current situation of art education analysis, from the case of high school students in the school art appreciation course reflected in the survey, described the impact of the current situation of China’s art education teaching mode at this stage. The second chapter to explore the impact of teaching high school art appreciation factors, including internal and external factors. Analysis Chapter III art appreciation New Curriculum high school teaching cases to Gu’an in a "dual class" A Case Study of Teaching Mode Exploration Practice and Application of art appreciation classroom, according to the teaching objectives, teaching through practical case studies, Comparative demonstration teaching and group work to explore the feasibility and effectiveness of teaching. Chapter IV Practical Reflection and Prospect, summarized the conclusions of conduct comparative teaching mode and group cooperation to explore the teaching mode since the outlook for the future of the art teaching methods, students are able to find an acceptable best teaching mode.