Research On The Construction Of Evaluation Index System For Visual Culture Understanding Literacy Of Junior High School Students In The Art Discipline

The advent of the "image era" has brought enormous changes to the media of people’s information acquisition and thought exchange,and "image" has emerged as an important communication tool for people.The understanding of literacy in visual culture is a basic literacy that people should possess in the age of images.Learners acquire it through lifelong learning and accumulation in the rich and colorful culture of visual art.At the same time,the Ministry of Education made it clear that by 2022,China will fully implement artistic quality assessment of elementary and middle school students,and integrate assessment results into comprehensive quality assessment of middle school students.In terms of the art discipline,in the art curriculum standard for compulsory education in 2022,this study explicitly proposes cultivating students’ literacy of cultural understanding,and this is the first time that academic quality requirements have been proposed.However,in the context of such a focus on students’ literacy of cultural understanding,what is students’ current literacy of visual cultural understanding? What is the best way to measure students’ literacy in visual cultural understanding? There is an urgent need to address this series of issues.Thus,there is a need for a scientific assessment index system for literacy in visual cultural understanding.Not only can a good assessment system measure student level,but also better guide instruction,thus better cultivating students’ visual literacy understanding.This study seeks to clarify the connotation of middle school students’ literacy if visual cultural understanding,construct an assessment index system for middle school students’ literacy in visual cultural understanding,and clarify primary and secondary indicators as well as weight coefficients.In this study,we take middle school students as the object of research,use a combination of qualitative and quantitative research methods,and make extensive use of methods such as literature searches,questionnaire surveys,interviews,the analytic hierarchy process and expert consultation.Building on existing research ideas on educational assessment indicator systems beginning with the definition of middle school students’ literacy of visual cultural understanding,it explores the evaluation indicator system,and verifies the penetrability and effectiveness of the evaluation indicator system.The research process and findings are:In order to explore the connotation of middle school students’ literacy of visual cultural understanding.Through literature searches and expert consultation,to clarify the connotation of middle school students’ literacy in visual cultural understanding,that is,their ability to identify visual art phenomena,to integrate understanding,and to innovate in the development of visual art.Specific performance is through the analysis,acceptance and understanding of the cultural connotation reflected in the work;To understand the contribution and value of visual art to cultural development and then to construct new meanings and values,thus creatively developing our own national culture and understandings of the multicultural world.Objective: To explore the assessment index system of middle school students’ visual literacy cultural understanding.In line with the definition of visual literacy for cultural understanding,this study preliminary proposes three primary dimensions and seven secondary indicators.First,through expert consultation and investigation,the name of the indicator and the connotation phrase were revised.The three dimensions were visual art cultural cognition(Y1),visual art cultural emotion(Y2),and visual art cultural practice(Y3).Second,through an identification survey of 87 experts,the rationality of the existing primary and secondary dimensions and indicators was checked,and the system of assessment indices was identified.Finally,ten experts rated the weight of each indicator,and the weight of each indicator was obtained through an analytical hierarchy process.The weights for each indicator are derived using the analytical hierarchy procedure,including the following first-level indicator weights:visual art and cultural cognition(0.31),visual art and cultural emotions(0.22),as well as visual art and cultural practices(0.47);Secondary indicator weights are as follows:baseline visual art knowledge(0.38),ability to judge and analyze values(0.62),national cultural identity(0.42),awareness of cultural difference(0.27),perspective of cultural integration(0.31),ability to express oneself(0.54),and ability to communicate(0.46).Y=0.31Y1+0.22Y2+0.47Y3 is the expression of the assessment model of middle school students’ visual cultural understanding literacy.In order to verify the assessment index system of middle school students’ visual literacy cultural understanding.Based on the assessment index system,a literacy test of visual literacy in middle school students is developed,with high reliability and good structural validity.The survey was administered to eighth-grade students in Chongqing,and urban-rural and gender differences were consistent with the existing research,indicating that the assessment index system was feasible to implement.The main focus of this study is on the construction and preliminary application of the assessment index system for visual literacy cultural understanding of middle school students.The problem lies in formulating evaluation indicators.However,because of my limited abilities and conditions,this study focuses primarily on literacy of cultural understanding in art education.Second,the expression of indicators is not sufficiently concise,and students’ understanding of visual literacy is not divided.The focus of the research is primarily on eighth-grade students in Chongqing,which is not large enough and needs to be improved further in the future.