A Practical Study Of Experiential Teaching In Junior Middle School Art Teaching

At present, our country is undergoing a new round of education reform, the reform of basic education is the demand of social development. Real responsible education to the student, should be able to promote the development of students comprehensive, independent, have personality, pay more attention to the cultivation of the innovation, pay more attention to student’s growth, rather than the same knowledge, neglected the student individual development.experimential teaching is the importance of the education, it is the key to the realization of education reform, so the research has important significance and value.Junior middle school fine arts curriculum "to face all the students, stimulate students interest, pay attention to life and spirit of innovation for the idea\", the teaching target is divided into three parts, the knowledge and skills, process and method, emotional attitude values of three parts. Experience type teaching is based on students’ cognitive characteristics and laws construction knowledge, cultivating ability, the development of emotional teaching form. Especially pay attention to the cultivation of students’ emotional experience type teaching, to make up for the traditional teaching pays too much attention to knowledge and skills, echoing the new standard in the cultivation of students’ emotional attitude values. Combining with the actual teaching practice, the application of experiential teaching in the junior middle school fine arts classroom study and implement, especially for the lack of innovation in the process of teaching activities and produce to explore, has reached to stimulate students’ interest, to create a new pattern.This article is divided into five parts altogether. The first part of this paper choose the purpose of the research experience type teaching, the analysis of the current status of the experience type teaching research both at home and abroad. The second part illustrate the meaning of experiential teaching and theoretical basis; The third part discusses the use of experiential teaching in the class of the junior middle school art value and significance; The fourth part through case to illustrate how to implement according to the characteristics of the junior middle school students experience type teaching strategy, including the preparation of the experience type teaching, using the experience type teaching methods to stimulate students’ interest; The fifth part mainly analyzes in the junior middle school art class using experiential teaching results and existing problems, and put forward the improvement opinion.