| Art appreciation plays an essential role in the art class of Senior One,but the factual results of teaching are not satisfactory.Because of the visual needs,teachers pay more attention to the training of observation and understanding skills.On the contrary,the actual "hands-on" training is relatively ignored.Undoubtedly,the teaching method is rational.However,at the same time,its deficiencies are totally obvious.As a result,students’ activity is not complete.Due to the lack of "hands-on" activities occasionally needed,personal recognition,perception and experience in appreciation activities are reduced.Of course,it also affects the quality of the class.Thus,students’ appreciation ability fails to achieve.The author is an art teacher who has 4 years’ teaching experience.This article is based on the teacher’s practical experience in classes and theoretical knowledge.She has designed and performed three examples of teaching reform,which show that it has basically achieved the goal to help students to use their eyes,brain and hands together,thus improving both appreciation skills and interests in art learning and teaching quality and efficiency.This article contains five parts.Firstly,it explains the purpose and significance of the research.Meanwhile,it summarizes the domestic and foreign research reviews.Basic ideas and methods as well as the innovations of this article are illustrated.Secondly,theoretical basis of the research is showed.It mainly expounds the educational thoughts by using brains and hands both at home and abroad to illustrate the significant functions in art appreciation.The third part is the related research of the paper.The questionnaire is between the senior high school students and teachers.The basic situation of art appreciation teaching in high school is understood,and the main existing problems are summarized.The fourth part is the key points of this paper.It mainly shows the experimental results of teaching reform through three aspects.The fifth part is the author’s thoughts and suggestions at the end of the paper. |
