A Research On The Current Situation Of Museum-school Co-operation Aesthetic Education Practice In Primary School

At present,China is actively promoting the comprehensive reform and development of education.As an important part of the reform,aesthetic education in primary and secondary schools has attracted much attention.Because museums have diversified teaching resources and conditions as well as their own educational function attributes,museum learning has become an important form of informal learning,which is of great significance for improving the quality and efficiency of aesthetic education in primary and secondary schools.The aesthetic education practice of the Co-operation between libraries and schools has become an aesthetic education strategy that can not be ignored,and has been paid attention to by all education departments and cultural and museum units across the country.In some regions with more developed economy and culture and more abundant educational resources,the practice of aesthetic education in the linkage of primary school libraries and schools has achieved good results,but in the relevant aesthetic education practice in the less developed regions in the central and western regions,there are also some significant contradictions and difficulties.This paper takes L District,D City,Sichuan Province as an example to investigate the current situation of the practice of library-school linkage aesthetic education in this region,hoping that the research results can promote the better development of the library-school aesthetic education in this region,and provide reference value for the practice of primary school library-school linkage aesthetic education in other regions.At the beginning of the article,it briefly describes the research background and significance,combs and summarizes the relevant literature and works at home and abroad,defines several core concepts involved in this article,and combs the research ideas and builds the research framework.The first part of the text: clarify the understanding and understanding of several important concepts such as "aesthetic education","library school linkage","library school linkage aesthetic education practice",and analyze the theoretical and practical basis of the practice of primary school library school linkage aesthetic education from the perspective of collaborative education theory,contemporary curriculum theory and new ideas,and further lay a theoretical foundation.The second part is to study the understanding and understanding of each participant on the practice of primary school library-school linkage aesthetic education from three aspects of cognition,motivation and expectation.The third part analyzes the resource allocation of the practice of aesthetic education in primary school from three aspects of funds,manpower and material resources.The fourth part: Through the investigation and research on the basic mode,main content,implementation path and participation degree,we can understand the operation mode of the practice of library-school linkage aesthetic education in L district primary schools.The fifth part is to sort out the objectives and contents that students,schools and museums should achieve in the current practice of library-school linkage aesthetic education in L District,and to evaluate its quality effect according to certain evaluation models and methods.Part VI: Summarize the current situation of the aesthetic education practice of the Co-operation between libraries and primary schools in L District and put forward optimization suggestions.After this study,the following conclusions are formed: First,summarize the characteristics.The practice of aesthetic education in the combination of libraries and schools in primary schools in L District is characterized by the deviation of the participants in the role positioning,the significant "head concentration" of resources,the narrow scope of activities and the single content form,and the weakening of the teaching features and functions of informal learning.The second is to analyze the influencing factors,mainly including the level of understanding and understanding of informal education,the sufficiency of resource allocation,the bottleneck in the professional development of the teaching staff of both schools and libraries,and the construction of the communication mechanism between schools and libraries.The third is to put forward optimization suggestions,which are mainly put forward around the three aspects of cognition,practice and security,and are composed of improving awareness rate,strengthening the relationship between home and school,strengthening the system construction,refining the curriculum design,diversifying teaching tools,implementing policy support,striving for human support,and expanding the coverage of participation.