Research On The Multi-level Teaching Of Normal School Art Teaching Under The Idea Of Individualized Teaching

Normal School education is an important part in secondary vocational education, however, because of comprehensive factors such as the enrollment system reform and graduate employment pressure, secondary normal school students' quality falls sharply. The traditional teaching pattern already can not adapt to the students. In teaching, students tired of learning, and teaching activities are difficult to be carried on normally. Thus, school teaching order and the education quality are influenced and disturbed seriously.How to solve problems and get rid of this difficulty? Urgent task is to find one teaching method to adapt to the current situation of the students and promote the growth of the students. Multi-level teaching under the concept of individualized teaching is one teaching method that respects the personality characteristics of students with the guidance of modern educational thought and theory and based from the students'existing knowledge and cognitive abilities. It emphasizes the establishment of student-centered educational environment, the individual differences of the student educational activities and the dialogue and communication in the process of students'active "learning" and teachers'active "teaching". It can promote education in the true sense of fairness; it can promote the teachers'role transformation in the current education environment. So it is also a breakthrough for the teacher to solve those difficulties.This study can be divided into two parts: part one introduces the theories of individualized ideas of multi-level teaching, and part two introduces practical researches in education and teaching. Confucius individualized educational theory, Gardner's multiple intelligences theory and constructivist learning theory provide a strong theoretical support for this study. Experiment research is an important part of this paper. The research on multi-level teaching of Normal School Fine Arts Teaching is divided into three parts: the first part introduces the Sources of the students; the second part introduces the investigation and analysis of the new art students, and the third part introduces research experiments of the implementation of multi- levels teaching. In the section of the implementation of the experiment teaching and research, the writer implements two kinds of methods: heterogeneous class (group) teaching and homogeneous class (group) teaching, and both methods have experimental classes and control classes to be compared.Through the teaching experiment of six months, the experimental results were investigated and analyzed. Investigations consist of cognitive development and non-cognitive development survey. Cognitive development survey results from theory scores (test) and skills scores (homework), accounting for 50% respectively. Non-cognitive development investigation studies the interests and methods, using structured questionnaires. Both of them are compared and contrasted. From the experiment results, multi-level teaching stimulated the students' enthusiasm, activeness. Students are encouraged from the "want me to learn" to "I want to learn". So this method has a significant effect to improve the quality of learning. In the teaching, we also can see the multi-level teaching promote students'non-intelligence factors. For the growth of students''personality, will and emotional aspects, this method plays a positive role in promoting the overall development of students. In the teaching process, we also met with some specific problems, such as the gap between multi-level teaching and individualized idea, higher requirements for the teachers and some conflicts with the current school education environments and so on. This paper proposes some targeted measures.At present, the emphasis is to promote the quality education to cultivate students' innovative spirit and practice ability. The multi-level teaching can meet those differences, exert students' learning enthusiasm, activeness, strengthen students' initiative and promote students' intelligence and non-intellectual factors. In the development of art, the multi-level teaching can adapt to the students'reality and solve problems that students are tired of learning, so it has both theoretical research value and realistic significance.