Research On The Teaching Status Of The "Comprehensive·Exploration" Section In The Art Course Of Junior High School Under The Key Competence

With the entry of Chinese education into the key competence era,the comprehensive teaching of fine arts has become the trend of fine arts education in the future.Nineteen years ago,the field of "integrated exploration" was specially set up in the art courses of compulsory education.Now,the teaching efforts in the field of "comprehensive·exploration" in China are still not enough,and many related courses are more superficial.The teaching of education needs to be improved.Under such a background,the author takes the field of "comprehensive·exploration" in junior high school as the basis,and studies how to better implement the key competence of fine arts.This research is centered on the current situation and Countermeasures of teaching and learning in the field of "comprehensive·exploration" in junior high school art under the background of key competence.Taking the art curriculum of the Gui Mei edition as an example,the implementation of teaching is carried out through literature research,classroom observation,questionnaire survey,interview and empirical research.This article is divided into four chapters.The first chapter defines the relevant concepts.The author analyzes the curriculum,curriculum content and curriculum objectives of the "comprehensive·exploration" field in the junior middle school art,and explores the necessity of integrating core literacy into the field of "comprehensive·exploration" in junior high school art.In the second chapter,through investigating the current teaching situation of "comprehensive exploration" in junior high school art,it is found that there are generally five problems in the curriculum of "integrated·exploration" : first,too much emphasis on knowledge and skills,and teachers lack of understanding of key competence;second,the teaching method is single,because teachers’ teaching thinking has not changed;third,the concept of teaching evaluation in the field of "comprehensive·exploration" is obsolete.The integration of three dimensionalgoals and key competence goals makes teaching evaluation remain in the knowledge and skills,students lack the spirit of inquiry learning,and the representation of art works;fourth,the lack of teaching resources and the lack of resource utilization consciousness;fifth,the teaching hours in the field of "integrated·exploration" are not enough,and there is no strategy for curriculum content arrangement.The third chapter explores the infiltration of key competence in the field of "comprehensive·exploration" in junior high school.On the basis of clarifying the relationship between key competence and three dimensional goals,the integration and exploration field and key competence of disciplines are dismantled and integrated.The key competence is permeated in the goals and contents of the "comprehensive · exploration" field.Taking Dewey’s thought and people-oriented thinking as the theoretical basis of teaching design,the Teaching Countermeasures for cultivating key competence in the field of "integrated·exploration" teaching are divided into five countermeasures.First,the guidance and design of key competence in the field of "comprehensive· exploration" in junior high school art are put forward,and three guidance and three designs are put forward.Guided by the teaching objectives,art subjects and human development,the three directions are integrated in different degrees;the three design is based on three dimensional goals as the dominant target,and integrates the key competence goals;the five key competence is the dominant goal,and the three dimensional goals are integrated;the goal is to solve the problem,to integrate the three dimensional goals and key competence goals,and to design three goals.According to the characteristics of the fourth learning section,it summarizes the key competence suitable for the field of "comprehensive · exploration" in junior middle school.Second,based on the characteristics of the "comprehensive·exploration" field and the achievement of literacy goals,three teaching methods,namely project learning,unit thematic style and problem teaching,are put forward.According to different topics,appropriate methods are selected to carry out art teaching;third,students based and authentic evaluation are put forward;fourth,Using network and local resources to supplement teaching resources;fifth,combining the theme of teaching materials and rationally planning teaching contents;optimizing teaching objectives,teaching methods,teaching evaluation,teaching resources and content integration in five aspects,and teaching practice proved that to a certain extent,it canenhance students’ comprehensive inquiry ability,creative practice,cultural understanding,image recognition,aesthetic judgment and artistic expression ability,cultivate students’ ability to discover problems,analyze problems and solve problems comprehensively,so as to realize the cultivation of key competence and achieve the goal of building moral character.Finally,the research of this paper is reviewed and summarized,and the deficiency of this research is put forward.It also puts forward the prospect from five aspects,such as the cooperation of teachers in various disciplines,the establishment of teaching cooperation platform,the improvement of teaching cases and the teaching materials of the Gui Mei edition,and the establishment of a resource base for art teaching in junior high schools.