| The significance of Aesthetic Education has be improved that the General Office of the CPC Central Committee and the General Office of the State Council issued the Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools in the New Era in October 2020.It is supposed to be incorporated into the whole process of talent training at all levels and in all school segments of school pedagogy.Until now,breakthroughs have been made in aesthetic education in schools including the fully operated aesthetic curriculum and the enhanced students’ aesthetic and humanistic qualities.However,influenced by traditional pedagogical concepts,art education at the primary level has not received enough attention,and the quality of art teaching in primary schools is relatively low.This study is a design study of high-grades primary art teaching based on mind-flow experiences,with a view of providing a basis and reference for improving the effectiveness and quality of primary art teaching.At first,this study will give a comprehensive overview of the research background,conditions and process of representation of the theory of mind-flow.In this part,the necessity and feasibility of applying the theory of mind-flow to the teaching of art in the high-grades primary level will be clarified.Secondly,a model map for the design of high-grades primary art teaching and learning based on mind-flow experiences was constructed at a macro level,comprising six main aspects: learners,content,objectives,strategies,assessment and principles.Learner analysis with a focus on three areas of initial competence,cognitive and emotional volitional characteristics and art learning characteristics.As for the content analysis,the study is based on two panels of the structure and content of primary art textbooks in the Su Shao version.The objectives are designed with reference to Bloom’s framework for classifying educational objectives and in line with the new curriculum,focusing on the four dimensions of skills analysis: thematic presentation,composition model,color matching and creative imagination,in an effort to be clear and unambiguous.Teaching and learning strategies covering three points: design philosophy,teaching and learning organization and creation of the teaching and learning environment.Assessment is based on the time principles of timely,continuous and encouraging,following an evaluation process that identifies content,selects tools,identifies subjects and implements activities.Ultimately landing on the general principles of mind-flow experience-based art instructional design for high-grades primary schools,namely stratification of objectives,timely feedback and engagement in learning.Finally,the design and implementation of single-lesson teaching and learning in high-grades primary art is based on mindful flow experiences at a micro level.Firstly,the initial analysis of the learners’ last three works was carried out in four dimensions.And three levels(A,B and C),the lesson ‘Composition Illustration’ in the‘Modelling and Expression’ learning area of Grade 5 was selected in terms of content,incorporating elements of magnification and moderate demonstration and guidance strategies,and a platform for in-class demonstration was built in terms of assessment.Secondly,a specific case study has been carried out using the lesson ‘Illustrating Composition’ as an example,designing the teaching steps and articulating the design intentions.Thirdly,the implementation and testing of concrete cases have shown that the design of high-grades primary art teaching based on mind-flow experiences can effectively enhance students’ classroom experience and help improve their art skills.Inevitably,there are some problems with implementation including the need to improve teachers’ pedagogical skills and students’ misunderstanding of the tiered tasks.Based on these problems,some measures to improve the professionalism of teachers and to set flexible tiered teaching objectives have been proposed in this study. |
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