Design And Implementation Of Ideological And Political Teaching Of Art Appreciation Course In Senior High School

In recent years,the concept of "course ideology and politics" has begun to enter the public’s field of vision,and the subject curriculum research in major colleges and universities has begun to integrate with curriculum ideology and politics,with the goal of cultivating talents by virtue of morality.I am relatively unfamiliar with curriculum ideology and politics in high school teaching.Classic art works in art disciplines are rich in aesthetic value and rich ideological and political elements,which are conducive to the development of curriculum ideology and politics.Therefore,it is imperative for teachers to carry out ideological and political education in high school art appreciation teaching.Must do.Through a series of reforms and practices,high school art courses have gradually become popular,but due to factors such as the pressure of students to enter a higher school in the college entrance examination,the social prejudice against aesthetic education and other factors,the current art class has a lower status than the cultural class,and there are some problems in art teaching.The phenomenon of emphasizing knowledge imparting and ignoring moral education,some teachers cannot meet the emotional demands of students,some teachers’ moral education is superficial and cannot really touch the hearts of students,and the relationship between teachers and students is alienated,resulting in unsatisfactory results.In response to such phenomena,this paper,under the guidance of the new curriculum reform standards,analyzes the current situation of ideological and political education in high school art courses through questionnaires and interviews,and points out the problems and their causes.The survey results show that the current high school art courses are not valued compared to cultural courses,and the lack of class hours leads to problems such as mutual misunderstanding between art teachers and students,and lack of emotional communication.Therefore,the author summarizes the specific implementation methods of high school art ideological and political education based on his own teaching practice,and applies the ideological and political education content and methods of previous research to art classroom teaching.The ideological and political elements are implicit.The author uses a questionnaire to understand the application of teachers’ ideological and political education and the development of students’ ideological and political literacy.The research content of this thesis includes seven chapters.The first chapter mainly has an overall grasp of the concept of curriculum ideology and politics.The second chapter interprets the relevant concepts of curriculum ideology and politics,and points out the significance of integrating curriculum ideology and politics into high school art teaching.The third and fourth chapters investigate the current situation of curriculum ideological and political integration into high school art.According to the data results,we understand the specific situation of teachers’ integration of curriculum ideological and political literacy in teaching and students’ development and needs for ideological and political literacy,and propose development Strategy.The fifth and sixth chapters are mainly based on the theoretical basis of implementing curriculum ideology and politics in art teaching,and summarize and analyze the practical results.Chapter 7 summarizes the limitations of this study and provides reflections.