On The Art Speciality Life Writing Training Strategy

Based on the results of the questionnaire on the situation of the compositions of common students and art students in high school, this article has dipped into the major problem of the writing course open for art students and the reason for this problem, thus pointing out the plight of writing course teaching oriented to art student. In comparison with the related study on writing course teaching at home and abroad, this article formulates its argumentation on the construction learning theory, multiple intelligence theory, developmental teaching theory, optimization theory on teaching process, combined with the understanding about the talents, thinking patterns, personalized psychology and knowledge level of art students in high schools. Therefore, a way to break through the current plight has been created, namely, a writing training strategy of "using available source to contrive the improvement of the writing skills of art student". For this purpose, teachers should help art students to build up their own knowledge database for good writing spontaneously, to anticipate their writing activities actively. Then, the current plight can be solved.None of the teachers can directly stuff the brains of students with their own experience and transform it into the skills of them. Only through spontaneous and initiative learning process can students get their own experience in writing. To clarify the writing training strategy, this article presents its analysis in five sections:first, to activate the "writing willingness" of students; second, to broaden the materials for students to read in writing class in order to improve their "writing capability"; third, to adopt the measure of oral writing in order to guarantee their "writing frequency"; fourth, to change the key point and the way of evaluating their writing in order to ensure their "writing creativity"; fifth, to channel writing class with students' art talents in order to enlarge their "writing capacity". All these strategies are based on the realistic and developmental situation of art students. They are comparatively scientific, well-purposed and maneuverable, therefore, they prove to be the most suitable way of writing course teaching oriented to art students in high school.