A Study On Scale Development And Characteristics Of Aesthetic Academic Self Of The Middle School Students

For a long time, School education because too much emphasis on cognitive training and the excitation of extrinsic motivation, Cause its cultivation of Perfect personality and positive self-concept has been weakened, mental health problems have become increasingly prominent, Functions of the psychological development of school education should not play. For this reason, In recent years, academic self as an individual personality variables and motivation factors are more and more researchers highly concerned.Aesthetic academic self as an part of academic self, formed and developed in the practice of individual Arts education, and influences the effect of individual art practice. The practice of the new curriculum reform in recent years, Art and aesthetic education has been strengthened to some extent. This has a positive role in promoting the development of students' aesthetic academic self. However, the research on aesthetic academic self is still very weak in the currently. There is lack of evaluation tools,Development level and characteristics are not clear enough,More descriptive study Based on the relationship between art education and the development of academic self. In order to solve the problems mentioned above.Based on the researches home and abroad, our research studies the aesthetic academic self of the middle school students preliminarily by using Literature Review Methods, Observation Methods, Expert Consultation Methods, Survey Methods, Factor Analysis (Exploratory Factor Analysis and Confirmatory Factor Analysis) and so on.Our research mainly includes two parts:First, Scale Development of Aesthetic academic self of the middle school Students, As Aesthetic academic self evaluation tool for the development of the current middle school students; secondly, Exploring the Developmental Characteristics of Aesthetic academic self of the middle school Students, On this basis, proposed to improve students'Aesthetic academic self on Art Education Reform.Comprehensive results of this study, the main conclusions are show:1 The Aesthetic academic self of the middle school students is a hiberarchy including eight primary factors (Self-Performance.ambition for academic career,cognition of Aesthetic skills,behavioral skills of art,enjoyable experience,interests of Aesthetic,academic self-control,academic self-management),four secondary factors (Aesthetic academic achievement,Aesthetic academic ability, Aesthetic academic experience and Aesthetic academic behavior) and one tertiary factor.2 "The Questionnaire of the middle school students' Aesthetic Academic Self" has been composed based on the theoretical constructive model and the empirical research. It has been proven to be of fine validity and reliability through examination.3 The overall development level of middle school students is under middle level. According to the results, The highest Level of development on the artistic academic experience and the lowest level of development on artistic academic achievement.4. There are significant difference in gender, school type, urban and rural areas, grades, specialized subject (whether received Art training), and the Differences in subject preference. Specifically expressed:(1) The developmental level of the total aesthetic academic self and artistic academic achievement, artistic academic ability, artistic academic experience, artistic academic behavior,aspirations, cognitive skills, pleasant experience, academic interests, academic control, academic response dimensions, there are significant Gender differences, in the performance of the girls were significantly better than boys.(2) There aren't significant school type differences in the middle school student' Aesthetic Academic Self.but dimensions in the artistic academic ability, artistic academic experience, cognitive skills, motor skills, academic interest are significant differences, the gifted high school students were significantly better than general school students; artistic academic behavior,academic control and academic response dimensions, the general school students were significantly better than gifted high school students.(3) There are Significant differences of the aesthetic academic self exist among urban students and rural students.Among them, the dimentions on and artistic academic achievement, artistic academic ability, artistic academic experience, achievement, cognitive skills, motor skills, pleasant experience, academic interests, the score that urban students get is much higher than rural students.(4) There are extremely significant grade differences in the development of all the facets of middle school student' Aesthetic Academic Self. As a whole, takes on a wavy developmental trend, that is,the development shows a linear ascension from the first year and second year,descending in third year, After the slow growth, but decliningin the Senior Grade.The relative peak period of development is in the first and second years,the trough period is third and four years,which are also turning periods of artistic academic self development.(5) There are significant differences among art students (received art training) and other students. In artistic self-academic achievement, aspirations, motor skills, academic interests, academic control, academic response dementions are very significant differences. Which, the arts students (received Art training) was significantly better than students of other students.(6) There are extremely significant difference among Preferences art Subject and other students. Students who like art was significantly better than other students, but there was no significant difference between Liberal students and science students.