Study On The Process Of Students’ Cultural Understanding In Folk Art Teaching In Primary School

Folk art is a kind of art culture created by the vast majority of Chinese working people on the theme of daily life.It embodies people’s expectations and yearning for a better life.It is rich in cultural connotation and is the essence of Chinese traditional culture.In 2022,the Ministry of Education issued the Art Curriculum Standards for Compulsory Education,which for the first time put forward the requirements of cultural understanding for primary school students and emphasized the need to strengthen the education of excellent traditional Chinese culture for primary school students.In fine arts curriculum,folk art as a curriculum resource,it is very important for primary school students to understand the cultural connotation of folk art,which is not only conducive to the inheritance of excellent traditional culture,but also can enhance students’ sense of cultural identity,so as to enhance their cultural self-confidence.Therefore,it is necessary to clarify the process of pupils’ cultural understanding in the teaching of folk art,so as to provide some enlightenment for the current folk art education and teaching to better promote students’ cultural understanding.This study aims to clarify students’ general understanding process of the cultural connotation carried by folk art by observing teachers’ teaching in primary school and students’ speech and behavior representations in class,combined with students’ homework works and interviews with teachers and students,and sort out how students understand culture and the content dimensions in each process.Students’ understanding of folk art works is firstly based on perceptual cognition of symbols such as colors,lines,shapes,patterns and materials through sensory organs.Secondly,from the cognition of appearance to the construction of meaning,the understanding of the cultural significance of folk art,such as praying for good luck,seeking advantages and avoiding disadvantages,natural and harmonious aesthetics,including the way of understanding the knowledge from the outside,the connection of new knowledge with their own experience and interest,and the cognition of students from the physical practice;Finally,students explain the value judgment of seeking truth,seeking goodness and seeking beauty of folk art culture in the practice of activities,including students’ words and works.This paper is divided into five parts.The first chapter combs the reason of the topic,the purpose and significance of the research,the literature review,the core concept,the research method and the theoretical basis.The second chapter investigates the present situation of folk art courses and the two specific folk art classes of New Year picture and paper-cut.The third chapter analyzes the specific content dimension that primary school students understand when learning folk art culture according to the material of realistic investigation.The fourth chapter describes and summarizes the process of students’ understanding of folk art culture through practical investigation,and summarizes the general process of pupils’ understanding of the cultural connotation of works in the teaching of folk art.The fifth chapter,based on the conclusions above,proposes the corresponding enlightenment for the current folk art education teaching how to better promote students’ cultural understanding.