History Teaching Of The Art Students In Middle School From The Perspective Of Comparative

With enrollment in Higher Art Institutes., more and more students embarked on the road of art, became the art students. The research with history teaching as the breakthrough point, in order to explore the differences and reasons existed between the art students and the ordinary students in urban middle school, and trying to compare them. I based on the teaching experience in art high school, standing in the education theory of history, compared the art students and the ordinary students mainly from five aspects, including the learning interest, curriculum, learning attitude, learning methods, learning environment etc. I thought the history teaching and learning from the comparative view. The results showed that from the point of view of history teachers, there are two main problems. First, the mobility of history teachers is big in the art class; second, the history teachers pay low attention to the art students. From the point of view of the art students themselves, with high school students, the art students in the learning of history reflected differences in learning, classroom efficiency is low, less time to review after class, learning methods are single, peer relationship and so on. Under the premise of the characteristics of the art students, the reasons for the differences in the history study of art students, First of all, from the perspective of the school, put forward the teacher management strategies, one is to develop a practical system of teacher employment, the two is to increase the training of new history teachers. then,from the two angles of teachers and students, I proposed the corresponding countermeasures for the history study of art students. Based on the perspective of teachers, the teaching strategy includes three points: first, achieve interesting teaching and training students’ ability of thinking in history; second, combining art with professional features, multimedia assisted teaching of history; third, pay attention to artistic language and build a bridge of communication. Based on the student’s point of view, the proposed learning strategy includes three points: first, pay attention to historical course, reasonable arrangements for the learning time; second, creating cooperative learning situation, to promote the history of construction of learning groups; third, take diverse learning styles, the breakthrough point of historical knowledge.