Research On The Teaching Practice Of Topic-based Art Education In The Field Of "synthesis And Exploration" In Junior High Schools

The Art Curriculum Standards Analysis and Teaching Guide(2011 edition)first introduced the five core qualities—image literacy,artistic expression,aesthetic judgement,creative practice and cultural understanding.In the context of core literacy,the teaching objectives of the Junior Art Comprehensive and Exploration Curriculum are no longer simply an addition of the four teaching domains,but are more focused on enhancing students’ aesthetic and artistic literacy skills as well as their critical thinking skills.In the Junior Art Comprehensive and Exploration Curriculum,while many teachers are aware of the importance of activity design,they are not aware of the goals that the activities ultimately need to serve.They simply designed activities for the sake of activities,ignoring the importance of exploration.The actual teaching and learning of the curriculum did not meet the requirements of the new standards.In the process of studying the theory of topical art education,the author believes that if we can apply the strategies related to Topical Art Education in Junior Art Comprehensive and Exploration Curriculum,combine educational theories and teaching practices,summarise our experiences and shortcomings,and bring into play its unique aesthetic value while maintaining the characteristics and nature of the Comprehensive and Exploration.In addition,this paper looks for some effective teaching methods,learning styles and assessment strategies in the process of practice in relation to current student realities.Through teaching practice combined with relevant theories,the author places students in a wide range of cultural situations,allowing them to strengthen their connections with real life,and the art classroom is closely linked to real society and culture,mobilising students’ divergent thinking in the process of discussion and enquiry,enriching their experiences,and drawing lessons,acquiring knowledge and solving problems from practice.In the course of practical teaching,the teaching content is transformed into the form of "topic" in the practical teaching process,allowing students to investigate in small groups,and cooperate in completing the learning tasks to ultimately achieve the teaching objectives of the course.This can give full play to students’ initiative in the learning process,cultivate their sense of collaborative inquiry,exercise their critical thinking skills,master new knowledge in an enjoyable and relaxed learning atmosphere,and efficiently complete the curriculum tasks of core literacy in junior art subjects.The focus of this study includes the following components: highlighting the attributes of the art discipline,applying cutting-edge pedagogical theories,developing students’ sense of collaboration,aesthetic judgement and cultural understanding,and guiding students to understand the relationship between art and the human condition,traditional culture and multi-culture.The author will study and analyse this in relation to specific cases.First of all,this study explains from the following aspects,including theoretical analysis,meaning definition,concept interpretation,the relationship between Topical Art Education Theory and Comprehensive and Exploration Curriculum,and the value and significance of practical research.Secondly,this paper takes Zunyi Fourth Junior High School as an example to carry out a background investigation and analysis of practical teaching and learning,starting with course offerings and teaching development respectively.In this paper,the author has selected the teaching content of Lesson 4 of the "Comprehensive and Exploration Course" module in the second book of Grade 9 of junior high school art,"Visiting Ancient Houses",to explore the teaching design,teaching process and reflections on teaching.Finally,based on the above practice,the author summarizes the Junior Art Comprehensive and Exploration Curriculum from five aspects:teaching evaluation,teaching principles,implementation strategies,teachers’ quality and students’ quality requirements by using Topical Art Education Theory.In the conclusion,this paper uses specific examples from teaching practice to create an open classroom,develop students’ independent learning skills,provide them with the ability to look critically at problems,thus broadening their horizons and allowing them to participate in the classroom and discover more interesting knowledge on their own.This open and inclusive classroom is more conducive to the lifelong development of students.Using meaningful topics to stimulate students’ thinking is more likely to stimulate students’ interest in learning,enrich their approach to learning and enhance their critical thinking skills before the lesson starts.The author hopes to analyse the strengths and weaknesses of the Junior Art Comprehensive and Exploration Curriculum for Topical Art Education through this practical case study,as well as teaching analysis,reflections and experience summaries,so as to provide an approach that can be used by more teachers exploring the field of Comprehensive and Exploration.