PBL High School Art Appreciation Teaching And Research

In high school, teaching art appreciation, application of problem-basedlearning (PBL) teaching model, not only to implement in 2001 the Ministry ofEducation promulgated the "Basic Education Curriculum Reform" and"ordinary high school art curriculum standards (experimental)" (2003)standard concept, but, PBL teaching high school art appreciation are also veryflexible modes of teaching, are challenging the teaching mode, will also be anaesthetic teaching results are very significant mode of teaching. PBL HighSchool art appreciation as the main body of students, teachers, led by aconcrete manifestation of the students to self-study and group together tosettle the teachers in the teaching context the issues raised, or that they enjoythe activities at work spontaneously generated doubts in order to solve theproblem of art appreciation for the art appreciation of the way, and inproblem-solving process to explore and achieve integrated to constructknowledge, and also serve as a catalyst for students to explore the learningability, the role of multiple intelligence development, and continuouslyoptimize teaching art appreciation. PBL references, high school artappreciation courses so that the pattern of change, PBL teaching artappreciation studies, This is art appreciation education in educational reformand development needs, through teaching to try to be effective. PBL HighSchool art appreciation teaching and research should be based on modern arteducation in high school-based art education-oriented reality, concern aboutthe art and science and technology, art and tradition, art and socialdevelopment so that high school art appreciation education research timekeeping up the pace of information, to resolve the problem basic art teachingnew problems, and continuously push forward the standard of teaching art appreciation to develop.