Analysis And Strategy Of Art Educatrion In Rural Primary School Of Tumut Youqi

In recent years,the investment in education in china has been increasing,especially the rural basic education industry has gradually been paid more attention to.However,the art subject which has been neglected in rural basic education is also constantly improving its position in other disciplines.Aesthetic education has become an important part of basic education.It is understood that the relevant departments of the state have repeatedly issued relevant documents “Some Opinions of the Ministry of Education on Promoting the Development of School Art Education”,“Measures for the Evaluation of Primary and Secondary School Art Quality”,“Self-evaluation Measures for Primary and Secondary School Art Education Work”,and “Measures for the Annual Report on the Development of Primary and Secondary School Art Education”,and so on.It shows that the subject of art education that has not been valued in the school has finally been recognized by people.The importance of school aesthetic education has once again received the attention from the society.This thesis has learned about the existing teaching facilities,the situation of teachers,the interests of students,the establishment of art courses and the actual investment of education funds in the art education of Tumut Right Flag Primary School through data collection,investigation and research,Colonel’s visit,teacher-student conversation,student home visits and other methods.It has the basic orientation and grasp to the present situation of art education in the rural primary school of Tumut Right Flag.This thesis analyzes the reality of local art education and the main reasons that affect students’ interest in fine arts.It provides real and reliable first-hand information for the improvement of local primary school art education.The author puts forward some suggestions to improve the art education in rural primary schools,and applies them to the local art classroom in the future to achieve the goal of art education by combining his own educational practice experience.