Research On The Content Of High School Art Textbooks (appreciation) In China And The United States

Facing the coming 21 st century,many countries are exploring new art teaching strategies and methods to realize the new concepts brought by key skills and meet the challenges of the new century.In this context,some publishing houses have published new versions of art textbooks,and they have reflected the impact of key skills on art courses and methods in this book.Therefore,this article contains a two-way study: on the one hand,the comparative study of the "Visual Experience"(the third Edition)of the American Davis Publishing House and the "Art Appreciation"(2020 Edition)of the People’s Fine Arts Publishing House as the way The characteristics of high school art textbooks(appreciation)in both countries,showing the similarities and differences of textbook content.On the other hand,the high school fine arts textbooks for appreciation are placed in different educational backgrounds and policies in China and the United States to look for factors that affect the content of high school fine arts textbooks(appreciation)and the same teaching concepts and ideas The reasons for the different content in each version of the textbooks,thinking about how to draw on the educational concepts and teaching methods of excellent foreign high school art textbooks to improve our high school art textbooks.The study found that the obvious similarities between the two versions of the art textbooks are the emphasis on the core literacy of various countries and the lasting impact of art.This is specifically manifested in the use of a series of related problems to promote learning and set progressiveness.Learning tasks and real-time evaluation throughout the unit;the more obvious difference is that: American art textbooks share a set of curriculum objectives,curriculum design principles and evaluation systems,leading to the design,curriculum content,and evaluation methods of high school art textbooks(appreciation)It covers a wider range of content related to all disciplines of art.Compared with the United States,China’s curriculum standards based on separate art disciplines require higher characteristics,professionalism,and directivity of textbook content.On the basis of this discovery,Chinese high school art textbooks(appreciation)can try to rethink the content of textbooks and the knowledge structure of the writers,and further design and improve the content and learning evaluation of unit courses.As far as the content of appreciation art textbooks is concerned,it is recommended to start from the relevant concepts and methods of traditional Chinese painting to plan the textbook content,set up interdisciplinary content "contradictions" for the relevant content of Chinese and foreign art works,and at the same time target Chinese and foreign Fine art works,set keywords from different angles of the author and the audience,connect the picture and the text to appreciate the traditional Chinese painting works.In addition,the knowledge structure of the textbook writing team can be consistent with the knowledge framework of the textbook content,and the writing team is established from the four directions of consultant,editor-in-chief,society,and design.In the design of the course content of the textbook unit,this article suggests that the learning portfolio should be regarded as one of the tools for communication,reflection,display,and evaluation.The learning portfolio should be established on the background of the unit situation and unit goals,and the learning portfolio should be combined with the learning Tasks and unit knowledge points are bundled together for teaching,promoting the integration of teaching,learning and evaluation.In addition,you can use the picture reading method of description,analysis,interpretation,and evaluation next to the art work in the textbook to briefly describe the work,helping readers appreciate the art work more efficiently and improve learning efficiency.