A Study On Teaching Embodiment In Middle School Art Appreciation Course

The Art Curriculum Standards for Compulsory Education,published in 2022,clearly states that students’ aesthetic,emotional and spiritual education should be strengthened,with emphasis on the development of students’ imagination and creative abilities and thinking;from the perspective of the curriculum concept,the principle of "educating people through beauty" should be adhered to,with emphasis on the cultivation of artistic experience and the comprehensive nature of the curriculum.The core literacies to be developed in the arts curriculum include aesthetic perception,artistic expression,creative practice and cultural understanding.Among these literacies,Aesthetic perception can help students to recognise beauty,to feel beauty,to enrich their aesthetic experience and to improve their aesthetic interests.there is little research on the teaching of embodied perception in the art subject,as traditional Chinese philosophy has since ancient times attached importance to understanding and intuitive grasp of the known objects.In the process of embodied learning in art appreciation courses,teachers guide their students to embodied learning in art appreciation,to feel the context,to feel the formal and humanistic beauty of artworks,and to generate students’ personal aesthetic perceptions,making the teaching of junior art appreciation courses more effective.While research on embodied learning has been conducted in many disciplines,there is a dearth of research on embodied learning in the art curriculum and a lack of systematic theoretical guidance.This study aims to improve the effectiveness of embodied teaching in middle school art appreciation classes,enrich and further develop teaching theory and add to it.In this paper,through extensive reading of the literature on related research at home and abroad,and then a relevant theoretical overview of embodied teaching,concentrating on the introductory section and the definition of related concepts,to establish a direction for the research on embodied teaching in junior high school art appreciation courses.Using the literature research method and case study method,we observe and analyse the application of embodied teaching in junior hig-h school art appreciation courses,and discover the problems existing in embodied teaching in junior high school art appreciation courses;through reading various existing books,academic journals and educational data.we searched for literature and research results on junior high school art education under embodied teaching,obtained strategies and practical experiences of teaching junior high school art appreciation under embodied teaching,and analysed its effect on the cultivation of junior high school students’ aesthetic perception and other core artistic qualities,and made the specific teaching strategies more constructive and instructive.Embodied teaching is a combination of the local characteristics of China and the development of the times,inheriting the spirit of embodiment contained in traditional Chinese teaching,it actively absorbs the special teaching ideas of the West and explores the theory of embodied teaching with its own characteristics.This research uses Tang Jiangpeng’s embodied teaching in the language subject as a reference,supported by pedagogy,psychology and art curriculum and teaching,we study and analyse the existing teaching of embodiment in art classes,in order to reflect on the teaching behaviour,improve art teaching and enhance the quality of teaching in junior art appreciation classes,which need to be "oriented" by teachers so that students can be "oriented to selfenlightenment " On the other hand,we can enlighten students from different angles and in various ways under the guidance of the embodied teaching method,so that students can gain deep feelings and understanding in the process of teaching and learning,and can have a deep understanding of art knowledge.In order to further promote the improvement and development of embodied teaching in junior high school art,improve the aesthetic perception of junior high school students and other core elements of art,optimise embodied teaching strategies in junior high school art appreciation courses,and provide a worthwhile development model for the professional development of art teachers.