Practical Research On Life Education In Art Teaching In Junior High School

The concepts of "vivid spirit","everything has a life and meaning",and "endless vitality" mentioned in Chinese painting theory reflect the ancient Chinese artists’ perception of the natural world from a perspective of life.In traditional Chinese art and painting theory,artists often interpret their thoughts and understandings of nature and life through various forms of art such as painting,calligraphy,and poetry.Similarly,life education theory also emphasizes the significance of life and proposes the idea of guiding students to pay attention to life,respect life,cherish life,and realize the value of life through education.This is in line with the emphasis on the perspective of life in Chinese painting theory and traditional Chinese educational views.Examining the reality of art education from the perspective of life,it is found that current art education is influenced by traditional teaching pressures.Teachers focus too much on mastering artistic techniques and memorizing art theory knowledge,while neglecting to guide students to pay attention to their own lives and feel and think about natural life.However,the "Compulsory Education Curriculum Plan(2022 edition)" clearly states that the goal of education is to "establish a sense of life safety and health,form a positive psychological quality,have the ability to resist setbacks and self-protection.Love and appreciate beauty,be rich in imagination,have a healthy aesthetic taste and basic art appreciation and expressive ability." Therefore,to solve the educational problems that exist,art teaching must inherit traditional Chinese cultural ideas,promote the spirit of life,and integrate the insights into life force,awaken life consciousness,and understand the combination of transcending life and art teaching practice.Ultimately,an art teaching practice curriculum system with Chinese characteristics is constructed.The curriculum is designed logically according to students’ life growth and includes three thematic courses: "perceiving life","life consciousness",and "transcending life".The curriculum practice content includes making conceptual books and other three-dimensional installations,the Tree of Life,and drip-glue landscapes,guiding students to achieve the course’s goal of inspiring life from perceiving life,accepting life from life consciousness,and settling life from transcending life,and helping students establish a new perspective on life.