High School Art Teaching, Practice And Exploration, Guide Students' Independent Learning

In art-teaching, the traditional teaching model of transmission-acceptance hasincreasingly exposed its shortcomings. According to a questionnaire, Shi Dungeon, aChinese scholar, holds that students don't have a strong will or enough chances totake part in learning activities in most case class teaching, therefore they almostbecome the knowledge-accepting vessels. According to Outline of ElementaryEducation Reform (Trial) promulgated by the Ministry of Education, the concreteobjectives of the elementary education reform cover the following ones. First, thetrend of laying stress on knowledge-passing-on should be transformed to emphasizeactive and autonomous learning, so that the students can learn how to study andestablish correct outlook of value in the process of acquiring basic knowledge andskills. Second, the present situation of stress on knowledge-acceptance, inflexibilityand mechanical training so as to cultivate the abilities of collecting and dealing withinformation, acquiring new knowledge, and analyzing and solving problems, byadvocating the students' active participation, inquiring spirit and practice. With vastscientific and technological knowledge and increasing requirement of professions,people have realized that the knowledge and skills acquired in school are becominglimited and old. A person can perfect himself and realize his life value only throughlong-life self-regulated learning.The new-round reform of art-teaching advocates self-regulated learning toarouse the students' to learning to arouse the students' initiation in art-learning.Instructing the students to learn independently will help to train their sense ofself-regulation, ability and habit in order to meet the needs of life-long learning inthe society. With the help of self-regulated learning, the students will be moreinquiring and creative. The practice of self-regulated learning in art-teachingembodies the characteristics of humanism and originality of art-teaching. Based on the above, the thesis makes a study in five parts. In part one, it putsforward the topic. Part two is literature review, including the theory ofself-regulated learning both at home and abroad. Part three is about self-regulatedlearning and instructive function of teachers in art, including the definition ofself-regulated learning and self-regulated learning in art, the characteristics ofself-regulated learning in art, and the principles of developing the students'self-regulated learning. Part four concerns teaching practice in instructingself-regulated learning of art class in senior middle school. First, it is about theteaching strategy of instruction. Second, it states the design of teaching procedures,including five procedures. Part five covers the experimental effect, the discussionsand insights. As practice proves, the reform of teaching model Deals to themodification of students' learning ways;Students are getting into the habit and awareof self-regulated learning;Students begin to learn actively;Being willing to learn isthe mainstream, because it helps to reduce students' pressured and their creativity iswell exerted so as to effectively improve the efficiency in class. Meanwhile, itprovides reference the reform of the art-teaching in senior middle school.