The Design Course Comes From Life Teaching In Junior Middle School

Make life into the art classroom, so that life is the art of teaching art education today an important measure of reform. Life is the art of teaching middle school art curriculum has been widely used in the experiment of teaching strategies, but the reality of teaching junior high school design situation is not optimistic. Although the introduction of the design life teaching situations, teaching content is linked with life, but the educational philosophy, teaching, teaching content there is no essential changes. Design course only on the surface, some form of excitement, in a short time to attract students, do not enable students to design courses to form a lasting interest; although students learn a certain amount of design knowledge, but also applied to classroom practice, but lack of contact with real life, only to practice and practice. The reason is because teachers teaching the value of understanding the design is still unclear, and no real understanding of the psychological characteristics of students in junior secondary and aesthetic needs of the students did not form a correct attitude and concept design, the design did not integrate into the student's actual life, to tap their real-life problems, which to some extent, a departure from the art "design application" to learn the nature of the field of education law.This new curriculum reform in the context of a deep understanding of "full-time compulsory education, fine arts curriculum standards", drawing on life, art education and teaching topics related to research, trying to design the nature and ultimate aim, to cut into the real life of students point, select the junior high school art "design application" in the field of learning fundamental part of modern design as the research content, design education for junior high school re-positioning of "junior high school life from teaching practice, research design," the new topic.Text is divided into six parts, first a brief introduction to explain the background of writing the paper immediately after the presentation of papers and the purpose of the study to solve the problem. Then in the first chapter in the spirit of the new curriculum and teaching materials for analysis, and psychological characteristics and aesthetic needs of junior high school students to analyze, the theoretical basis of the research described. In the second chapter, respectively, from the teaching objectives, teaching principles, teaching ideas three aspects of the design of teaching junior high school studies specifically addressed. Chapter Lesson with thematic teaching practice start on. Chapter IV is the teaching of specific case studies, the final conclusion is that in practice some of the major research summary and reflection.