The Functions Of Regional Art Resources In Art Education Of Vocational Middle School

Launching a separate curriculum of art in vocational middle school is an important way to enhance students'humanistic attainment and art cultivation, strengthen their virtue and beauty appreciation. But at present in China's secondary school education system, art education is still in a marginal position and lack official uniform art teaching material. Even some vocational middle schools have launched this curriculum, and written such kind of teaching books, yet they have not combined the regional characteristics with the practice of vocational teaching, thus they can't introduce regional resources into their art teaching and make full use of this curriculum's unique functions and regional advantages. Regional art resources refer to those practical objects which are connected with fine arts and have the information related to art and that serve the purposes of teaching goals and demands and can be used in art teaching and improve art appreciation, like calligraphy, painting, road signs, architecture and sculpture. Regional art resources are an important part of school-based curriculums and are the long-accumulated outcome of the local people, so they must be unique and typical and must have great fame and recognition. In the writer's opinion, Introducing the regional resources of painting art to the vocational courses and textbooks need investigation, sorting, comparison, thus eventually determining on what regional resources can satisfy the requirements of the art teaching courses and meet the goal of teaching design. Once we have decided what regional resources to introduce to the painting courses, we should properly arrange the resources, make practical teaching plans and employ flexible teaching method so that we can stimulate students'interest, broaden students'horizons. By doing so, we can first make students familiar with the painting resources around them and then gradually with the painting resources abroad. Meanwhile, we can also make them know about the unique status of the regional painting resources at home and abroad, their humanity values and practical values, even the development of their history and culture, customs. By learning this course, students can gradually experience, reflect on, and accept the artistic and educational functions of regional painting resources on different sides so that we can educate them to be true of themselves and to be kind. In this way, we can enrich their school life, strengthen their sense of beauty, promote their power of appreciation so that we can reach the goal of nuturing disposition, shaping the personalities, beautifying their mind, laying a good foundation for the harmonious mental and physical development and for the development of scientific spirit.To achieve the purpose, in the level of practical operation and learning practice, first, the students are organized to visit the local art resources to obtain basic sensible knowledge. Stimulate the students'interest and arouse their confidence by setting some fresh and interesting questions. Second, students should be led to combine appreciation and experience combine appreciation and practice, combine self-studying in a creative way and studying together, in this way, the students'ability of appreciation and creativity can be improved. Third, Train students'ability to collect and analyze materials to make students compare and have a better understanding of the local and national art resources and its value at hone and abroad, from the ancient times to nowadays. Fourth, in the class teaching, the art lessons in one year can be divided into four modules: architecture, calligraphy, sculpture and folk art. Each module takes 7-8 periods to complete the teaching aims. The detailed teaching arrangement is as follows: 1. Confirm the teaching contents and key points of each stage. 2. field survey and review (by listening to explanations, read the brief introductions, observation, photography, sketch, collecting relative materials and so on. In the course of doing this, each student must put forward two or three questions for themselves so that they can discuss them in class.) 3. Discussion in class. The teacher provides examples of pictures, and students put forward all kinds of questions according to the collected materials, and finally discuss the age, characteristics, uses, humanistic background of the reviewed objects. 4. Students surf the Internet for pictures of representative art works both at home and abroad under the teacher's guidance, put them in the order of time and then compare them with the local art resources of this kind so as to learn about the unique and influence of the local art resources. 5. Summary of teaching contents. The teacher summarizes what the students have learnt in this period and explains the different humanistic value and taste effect of local art resources because of different regions and cultural backgrounds.