Research On The Application And Practice Of Mind Mapping In High School Art Curriculum

The General High School Art Curriculum Standards(Revised 2020,2017 Edition)have condensed the five core qualities of image literacy,art expression,aesthetic judgment,creative practice and cultural understanding,among which "image literacy" is highly recognized because it reflects both the characteristics of the art discipline and the characteristics of the modern information society in which images are the form of communication.The "image literacy" literacy is highly recognized because it reflects both the characteristics of the art discipline and the characteristics of the modern information society,where images are the form of communication.At present,the mind map with its intuitive graphic expression,unique image memory and a high degree of divergent thinking is widely used in various subject areas,with "graphic and text" "image,color" and other characteristics,fully reflects the mind map in the art teaching In the art teaching,it can highlight the aesthetic characteristics of art subjects and improve students’ core literacy.In this thesis,we combine mind mapping with art appreciation and design classes in high school,and we systematically design and practice mind mapping as a new way of learning in the required art appreciation course.The experimental method was used to conduct the study.118 students from two sophomore classes were enrolled in the experimental class and the control class;the experimental class students adopted the thinking map teaching scheme,while the control class students used the traditional teaching mode.The article is divided into five parts.The article is divided into five parts: the first part describes the background of the study,the purpose of the study and the definition of related concepts;the second part discusses the theoretical basis and feasibility of applying mind mapping to high school art;the third part is the preparation of the practice of applying mind mapping to high school art class,and the analysis of the pre-test questionnaire;the fourth part is the practice of applying mind mapping,using the evaluation tools to analyze the learning The fourth part is the application of thinking maps to practice,the use of evaluation tools to analyze the effectiveness of learning and to make a summary reflection on the practice;the fifth part is the conclusion.