Research On The Practical Difficulties And Countermeasures Of Learning Community In Elementary School Art Classes

The art curriculum standards emphasize that art is an important part of human spiritual civilization.Art education promotes aesthetic and humanistic literacy through the power of imagery and beauty.As one of the basic subjects in primary school,art education has the responsibility of educating people with aesthetics.However,in primary school art classes,there are often situations where the teacher is enthusiastic but the students are bored."Learning Community" is a new type of classroom teaching model that shifts the focus from teacher-centered "teaching" to student-centered "learning," which promotes deep learning among students,and has been proposed to improve the effectiveness of classroom teaching in the "National Medium-and Long-Term Education Reform and Development Plan(2010-2020)." However,the practice of "Learning Community" in the art subject is still lacking in research,and how to achieve the common vision pursued by "Learning Community" in the art subject is a challenge faced by frontline teachers.In2017,X primary school in Chongqing took the lead in carrying out classroom reform based on "Learning Community" and has rich practical experience in constructing classroom learning communities.This study takes the application of "Learning Community" in the art classes of X primary school in Chongqing as a starting point to explore the practical difficulties and solutions of "Learning Community" in primary school art classes,which is of practical significance for promoting the transformation of teacher-student relationships,enhancing the effectiveness of art classes,and ensuring student development.The first part of this study uses literature review to sort out the relevant literature on "Learning Community." The second part takes the construction of the "Learning Community" in X primary school as the starting point to analyze and sort out the theoretical basis,organizational requirements,grouping rules,teaching design,lesson plans,and teaching research of the primary school art learning community.The third part explores the practical difficulties of the primary school art learning community.Through classroom observation and interviews with students and teachers,it is concluded that before the class,the art subject is not highly valued,the teacher’s understanding of students is insufficient,there are cognitive biases in the students’ and teachers’ understanding of the art class learning community,and the teacher’s mastery of the learning community classroom teaching methods is insufficient.During class,the forms of group cooperation are single,the enthusiasm of the members is low,the role assignment of the group members is unclear,the participation of the members is unbalanced,the language of teaching evaluation is single,and it is difficult for the teacher to interact with each student.After class,the teaching research efficiency is low,and the teacher’s post-teaching reflection is not deep enough.In the fourth part,the author summarizes the following operational countermeasures for coping with the existing difficulties: 1)formulate a common vision in group formation to create a cultural atmosphere,improve cooperative learning awareness,and enhance cooperative learning skills;2)create a learning environment for art classes and adopt multidimensional and diversified evaluation methods in class operation;3)strengthen the connection between art teachers and classes,strengthen resource integration,form teaching cases,and establish collective lesson preparation communities.