Exploration On The Development Of School-based Art Course In Fisherfolk Painting Middle School

In response to the Ministry of Education’s new version of the 2022 compulsory education art class standard--to make extensive and targeted use of local art and intangible cultural resources to carry out art education and teaching activities;At the same time,in order to find a solution to Zhoushan intangible cultural heritage-Zhoushan fisherman’s painting facing the dilemma of decline,the exploration of art school-based curriculum.Firstly,this paper makes an in-depth analysis of the development history and existing conditions of fisherman’s painting by the method of literature,and summarizes the characteristics of fisherman’s painting,such as exaggerated deformation,bright and bright color,etc.Secondly,the paper analyzes the difficulties faced by fishermen painting in teaching from multiple dimensions,and puts forward the corresponding ideas of education reform respectively.Thirdly,it analyzes the characteristics of Zhangzhou Longhai farmers’ paintings,and explores the fusion methods of fisherman’s paintings and Zhangzhou Longhai farmers’ paintings by combining practical creation examples,namely,composition fusion method and content fusion method.Finally,the integration of these two intangible cultural heritage methods was applied to the art course of Zhangzhou No.3 High School in the first year of high school.The students fully expressed their innovation and creativity in the process of production,arousing their love for the intangible cultural heritage and national culture of their hometown.This research framework includes introduction,six chapters and conclusion.The introduction part expounds the research status of the direction related to this topic,and puts forward the purpose and significance of this topic,as well as the research content,methods,ideas and innovation points.The six chapters are divided into two parts.The first part includes the first three chapters,which mainly studies and analyzes the difficulties faced by fishermen’s painting in middle school education,and puts forward some educational reform ideas of fishermen’s painting,such as promoting the development of fishermen’s painting through educational reform,creating a new situation by preserving regional characteristics,promoting the dynamic display of fisherman’s painting by 3D digital interactive technology,and exploring the integrated development of various intangible cultural heritage.The second part includes the last three chapters,aiming at the idea of "exploring the integrated development of various intangible cultural heritage" mentioned in the thinking of education reform,to explore the integration of fisherman’s painting and farmer’s painting.First of all,composition fusion method and content fusion method were used to carry out creative practice,and the practical results proved that the method was feasible.Secondly,this method was applied to carry out teaching practice in the first year of senior one of Zhangzhou No.3Middle School,so as to realize the development of fisherman painting in the middle school art curriculum.In order to ensure the smooth development of this school-based course,we carefully designed the course questionnaire,organized and implemented the questionnaire survey,and conducted in-depth analysis of the questionnaire results in the early stage of the course.Finally,in the process of teaching implementation,combined with the content of the new curriculum standard,the classroom teaching was carried out step by step from the three dimensions of artistic expression,creative practice and cultural understanding of "fisherman’s painting + farmer’s painting".Although the whole teaching process is basically carried out according to the expected effect,there are still some deficiencies in the course practice.In view of the deficiencies in teaching practice,some thoughts and suggestions are put forward.The conclusion of the last part draws the following conclusions:(1)Taking "fisherman’s painting + farmer’s painting" as the practical content of aesthetic education can arouse their love for their hometown and national culture,and enhance their sense of mission and responsibility to inherit and carry forward excellent culture.(2)The integration of fisherman’s painting and farmer’s painting not only enriches the various forms and contents of expression of fisherman’s painting and farmer’s painting,but also promotes the closer relationship between intangible cultural heritage culture and art education and teaching.(3)In the course of teaching,the characteristic architecture and cultural elements of Zhangzhou are integrated,which enables students to have a deeper understanding of this hometown.