The Application Of Situational Teaching Method In Primary School Art Classroom

Hornby,a famous British scholar(Hornby),first advocated the situational teaching method.Up to now,there are still many first-line art teachers in China.According to the newly promulgated "Compulsory Education Art Curriculum Standards(2011 Edition)",the research and development of fine arts teaching courses should focus on cultural characteristics,visual characteristics,and pleasant features.Pay attention to the practicality of students and pay attention to the cultivation of students'overall quality.At the same time,teachers are required to actively interact with each other,promote each other,and achieve common development in the teaching process.Therefore,many fine art teachers in schools now use various situations to create high-quality teaching.The purpose of setting up the situational teaching is to allow students to fully enter into the observation of the real life experience scene,present the most direct image to the students,and inspire the students' self-learning consciousness.Therefore,teachers in all disciplines emphasize the creation of contexts and improve the efficiency of classroom learning.How to apply effectively in elementary school art classrooms is the main direction for this article.I studied and practiced an elementary school at Arthur Road Primary School in Xi'an,discovered problems in practice and conducted research and exploration.The students of primary school grades 3 to 4 were taken as research objects,and the psychology of students at this stage was analyzed,and combined with the actual situation of Wenluo Primary School.Sexual practice analyzes the effectiveness of situational teaching in the classrooms of grades three to four.Using methods such as consulting literature,practice research,and comprehensive analysis,this paper demonstrates the effectiveness and innovation of situational approach in elementary school art classes,and on this basis,proposes suggestions and opinions that are conducive to teacher education.This article consists of five parts.The first part introduces the background,methods and significance of contextual teaching research,and the status quo of domestic and international situational teaching methods.The domestic part mainly elaborates the new art curriculum standards for compulsory education and combines with the current status of art classroom teaching in primary schools..The second part:The proposal and meaning of situational teaching,the characteristics of situational teaching and the principles that should be followed in the contextual teaching method.The third part:In-depth analysis of the close relationship between art and situational teaching,taking the art class as an example,describing the specific methods and course of analysis of situational teaching,in order to reach the best creation of the situation.The fourth part is the practice exploration and data analysis of situational teaching in the elementary school art classroom.This article takes the third and fourth grade students as the research object,summarizes and analyzes the psychology characteristics,classroom performance,interaction with the teacher in the third and fourth grade students,and combines the teaching goals after the new curriculum reform in China to further explain the application meaning of the situational teaching method.Field research conducted data analysis based on pre-class after-class learning and student feedback.The fifth part:The experience and prospect of situational teaching.Through the above analysis and analysis,summarize the significance and importance of the creation of the context in this section.