A Study On The Psychological Intervention Of Color Courses On Left-behind Children In The Three Gorges Reservoir Are

With the focus of the new curriculum reform in recent years to advance the overall quality of students,art education is gradually being emphasized in current primary and secondary education.In traditional art education teachers will innovate different teaching methods to assist teaching and improve students’ aesthetic ability and drawing ability,but these teaching methods are defaulted to the same level of acceptance for student groups,and the attention to the differences of student groups is not obvious enough.In response to this situation,the author found that the number of left-behind children accounted for onethird of the total number of students in the class,and in the teaching process it was obvious that they had a weaker desire for expression than ordinary students,but could express rich emotions in their art works,so the special group of students who were left-behind children was taken as the object of study.In this paper,through systematic collation of core journals of art education,junior high school curriculum standards,junior high school art textbooks,and analysis of questionnaires and practical teaching of teachers and students in junior high school grades in Shahe Middle School,the current psychological situation and problems of rural leftbehind children are clarified.In this teaching practice,in order to better understand the inner emotions of left-behind children,the author adopts the color course as the basic teaching method,using color to make students express their real emotions,and on this basis,psychological interventions are made for students.The teaching methods include field sketching,color card making,color character course,color texture course and online video course,with watercolor as the main teaching material.Through the teaching practice of the color course and the comparison of students’ performance before and after learning,the author further argues the feasibility and necessity of the color course for the psychological intervention of rural left-behind children.The first chapter is the introduction,which contains the literature review,the purpose of the study and the research method,the definition of related terms,and the innovation of the thesis,which introduces the main purpose and significance of the study in detail and paves the way for the subsequent chapters.Chapter 2 is a theoretical foundation chapter,in which color psychology theory,hierarchy of needs theory,and family system theory are the theoretical bases of the study.The third chapter is the analysis of the current situation of teaching implementation,through the analysis of the color curriculum of middle school art,to further understand the purpose meaning and teaching objectives of middle school art,this chapter also conducts the analysis of questionnaires and interview recordings.The fourth chapter is the chapter of teaching practice,a research report on the development and curriculum practice of the middle school color curriculum,which is taught to the first and second year students,from the design ideas to the teaching process are elaborated in this chapter.Chapter 5 is the chapter of teaching reflection,focusing on the detailed analysis of the classroom performance,teaching reflection,multi-person collaboration and affirmation of their own value of the children left behind in the depot.Chapter 6 is the concluding chapter,which discusses the findings of the study,the limitations of the study,and the outlook for the future,including the findings of the study in terms of the two states of the children left behind in the reservoir area before and after the exposure to the color curriculum and the psychological intervention.These are the key chapters of this article,and the psychological intervention for left-behind children from the perspective of color is the core of this study.