| As a positive psychological theory,flow theory reveals the psychological mechanism of happiness and happiness,and its core is to pay attention to the positive emotions of individuals in activities,so that individuals can form a psychological experience state of self-forgetfulness and inner harmony in the activities.The generation of the central flow of the teaching process can effectively stimulate students’ interest in learning and intrinsic learning motivation,thereby improving students’ learning performance and teaching effectiveness.This study combines theory and practice,carries out the practice of junior high school art teaching based on flow theory,and strives to explore an operable teaching strategy and model to improve the art learning experience of junior high school students,so that students can get positive emotional experience in art classroom,stimulate learning interest and intrinsic motivation,and make them happy to learn,so make art teaching reach a more idealized state,and provide a reference for improving the effect of junior high school art teaching.This paper is divided into four parts,the first of which provides an overview of flow theory from four aspects: concepts,models,production conditions and processes,and research methods.The second part analyzes the feasibility and application value of flow theory to junior high school art teaching from the perspective of the connection between art teaching and flow experience.The third part proposes four teaching strategies for art in junior high school based on the conditions and characteristics of flow experience,namely creating an environment that triggers flow experience,setting clear goals and timely feedback,giving play to the role of teacher demonstration and arranging appropriate exercises,and paying attention to the generation of positive emotions in teaching.The fourth part is practical application,first combined with the teaching practice of junior high school art practice courses to build the framework of junior high school art teaching from the perspective of flow theory,and then during the internship with a parallel class as the research object,through teaching practice to promote students’ flow experience,this part takes paper-cutting practical courses as a typical case to present the teaching scenario,and through empirical analysis to conclude that flow theory is applied to teaching to achieve good results. |
