Research And Practice On The Cultivation Of Students’ Global Literacy In Middle School Art Curriculum

The 21 st century is an era of global interconnectedness,opportunity,challenge and rapid change,where emerging factors such as economic,technological,cultural and demographic factors are impacting the lives of global citizens.Today’s global citizens,especially young lower secondary school students,must learn not only to participate in a more interconnected world,but also to benefit from global and intercultural engagement.Developing a global and intercultural perspective is a process that can exert an educational influence,and in this new era,education is being given a new requirement to produce future world citizens who are globally aware and internationally minded and equipped to deal with the various global challenges of the future,meaning the cultivation of global literacy in junior secondary school students.The art discipline,with its visual and comprehensive content,has a great potential and value in the cultivation of global literacy among students.This study explores the connotation framework of cultivating students’ global literacy in the art curriculum of junior secondary schools,explores the methods and strategies for cultivating students’ global literacy in the art curriculum,and tests them through practice.The study includes the following four parts: first,based on the existing concepts and theoretical studies on global literacy at home and abroad,the concept of students’ global literacy in the junior high school art curriculum is summarised as "the comprehensive literacy that can be cultivated through the art curriculum,which is necessary for young people at the junior high school education stage and can adapt to their lifelong development and the needs of national and international society.The concept of " global literacy " is " a comprehensive literacy that can be nurtured through the art curriculum and that is necessary for young people at the junior secondary level of education to adapt to their lifelong development and to the needs of national and international society.In addition,we analyse the theoretical foundations of global literacy that point to the global common good,global citizenship education and international understanding education.Thirdly,according to the constructed model of students’ global literacy and the target directions,we summarise the strategies for cultivating students’ global literacy in the junior high school art curriculum,taking into account the characteristics of the art curriculum.Fourth,based on Hainan’s local culture,the unit art curriculum is designed and developed under the theme of "We and the Sea",starting from the recognition of Hainan’s maritime culture,the traditional architecture and art of Wenchang under the influence of the sea and the culture of the sea gods and beliefs,and exploring the diversity of the world’s maritime The curriculum is designed to explore the diversity of the world’s maritime cultures,and then extends to global maritime issues,to document the teaching and learning process,and to acquire student work.In the questionnaire survey on the effectiveness of the course,according to its chi-square test,the significant P-values for the dimensions of awareness of world cultures,concern for global issues,ability to cooperate and innovate,and global responsibility and action literacy are all below 0.05,showing very significant differences,while in the dimension of international understanding,the P-values for individual questions are slightly above 0.05.Overall,the multidimensional aspects of students’ global literacy There was a more significant increase in competence.This indicates that through the course,students have gained a better understanding of Hainan’s local marine culture and that of the rest of the world,become aware of the issues and challenges facing the ocean,developed a global awareness,and at the same time,have significantly improved their ability to communicate,understand and cooperate and innovate,to better examine the relationship between the individual and the world,to recognise the value of a community of human destiny,and to be willing to take active action for a sustainable world.The sense of global responsibility is enhanced and effective enhancement of global competence is achieved.